School’s In For Summer
It’s late July, and the Learning Commons
at Brantford Collegiate Institute and Vocational School (BCI) is the usual hub
of activity. That’s because classes are in session, and students are using the
time to get caught up, get ahead, or change to a different path. It’s
summertime in Grand Erie, and the learning continues.
“Instead of completing a course in five
months, I like that summer school gives me the option to stay focused on one
course for one month in this more intensive format,” says Rahul Vivekananthan (far right in photo above).
“To be honest, I expected it was going to be easy, but it’s been a good
challenge.”
Summer school is open to students in
Grades 6 through 12, and offers a condensed schedule to accelerate achievement.
The reasons students have for choosing summer school are as varied as their
individual goals.
“My plans changed significantly when I
had a child a year ago, and suddenly it became very important to better myself
and increase my options,” explains Rachael Murphy-Westwater (fourth from left in photo above), who says she
hadn’t given post-secondary education much thought until that life event
changed the course she was on. Since the arrival of her son Jack, she now plans
to attend university, and is upgrading her College Grade 12 English credit by
completing the Grade 12 University course in summer school. “I’d like to pursue
a general science degree, which will keep my options open, and allow me to
build a positive future for my son and myself.”
Some students are looking to lighten
their course load during the school year, or are getting caught up by taking a
course they missed. For Thomas Escobar, a serial summer school student, it’s
all about creating balance.
“By taking summer school, I’ll have a spare next year, which I think will really help me focus on my studies,” says Escobar, who writes his exam today to complete his Grade 11 Math credit. “Next year I’ll probably take Grade 12 English or Data Management during the summer.”
“The curriculum pieces are covered, and teachers work hard to ensure that the credits are authentic and maintain integrity, so by the end, students are well prepared to move ahead,” says Principal Rob Malcolm, who oversees the summer school and eLearning programs. “We’ve also been able to offer new and different programs beyond the core courses, as well as dual-credit courses and co-op options, so that’s all helped the success rates and student engagement.”
Summer school ties into Grand Erie’s
Multi-Year Plan goals through the
Achievement indicator, which sets high
expectations for students and staff, and works towards increasing student
understanding of effective learning strategies.
“The trend is changing,” says Malcolm.
“We’re seeing more students who are reaching ahead and working to improve
grades in summer school vs. those who are catching-up.”
Summer school 2019 began July 2 and
wraps-up tomorrow (July 26).
Good Food Adds Up to Good Learning at Courtland Pubic School
Evidence suggests that breakfast and snack programs in schools:
- Improves children’s school performance, memory and test grades
- Enhances students’ physical, emotional, social and intellectual development
- Increases attendance rates, particularly for nutritionally at risk children
- Provides additional time for children to eat and drink nutritious breakfasts and snacks
- Provides energy for students to be more physically
- Enhances nutritional status of students by replacing the consumption of foods with low nutritional value with more nutritious choices, such as more vegetables and fruit
- Promotes a sense of community by bringing people together to ensure all children are well-nourished
- Leads to better dietary habits by increasing the frequency of eating breakfast
- Reduces the prevalence of vitamin and mineral deficiencies
With the generous support of the Child Nutrition Network and the Grand Erie District School Board, the school was able to renovate a room in the school into a nutrition program kitchen. Funds provided by the Child Nutrition Network and school fundraising monies purchase the good food and materials needed to run the program.
Every morning at 8 a.m., parent volunteers and their children arrive to prepare and distribute the food for the day. This program would not happen without their enthusiastic support.
Each serving of food includes a dairy product (i.e. yogurt, cheese string), a grain product (i.e. crackers, mixed cereal, muffin, whole wheat bun) and a fruit product (i.e. apple, banana, clementine orange, grapes, juice) or a vegetable product (i.e. cucumber slices, raw carrots). A container filled with food is delivered to each classroom and as children get settled for a day of learning, staff and students are encouraged to help themselves to a delicious and nutritious start to the day.
“Nutrition programs, such as the one at Courtland Public School, are happening in many schools within the Grand Erie District School Board. It’s a huge effort supported by the Board, volunteers and community agencies. Working together, it’s amazing what can be done. We feel most grateful to have this opportunity for our Courtland school community”, says principal Deb Opersko.
Roots of Empathy
Courtland Public School offers the Roots of Empathy program in our Kindergarten A classroom. Our Early Childhood Educator, Mrs. L. Wildman is a trained Roots of Empathy instructor. Our Roots of Empathy baby and her mom are welcome visitors to the classroom.
An explanation of program, from the Roots of Empathy website is included below:
Roots of Empathy is an evidence-based classroom program that has shown significant effect in reducing levels of aggression among schoolchildren by raising social/emotional competence and increasing empathy. The program reaches elementary schoolchildren from Kindergarten to Grade 8. In Canada, the program is delivered in English and French and reaches rural, urban, and remote communities including Aboriginal communities. Roots of Empathy is also delivered in New Zealand, the United States, Isle of Man, the Republic of Ireland, Northern Ireland and Scotland.
Emotional Literacy
At the heart of the program are a neighbourhood infant and parent who visit the classroom every three weeks over the school year. A trained Roots of Empathy Instructor coaches students to observe the baby's development and to label the baby's feelings. In this experiential learning, the baby is the "Teacher" and a lever, which the instructor uses to help children identify and reflect on their own feelings and the feelings of others. This "emotional literacy" taught in the program lays the foundation for more safe and caring classrooms, where children are the "Changers". They are more competent in understanding their own feelings and the feelings of others (empathy) and are therefore less likely to physically, psychologically and emotionally hurt each other through bullying and other cruelties. In the
Roots of Empathy program children learn how to challenge cruelty and injustice. Messages of social inclusion and activities that are consensus building contribute to a culture of caring that changes the tone of the classroom. The Instructor also visits before and after each family visit to prepare and reinforce teachings using a specialized lesson plan for each visit. Research results from national and international evaluations of Roots of Empathy indicate significant reductions in aggression and increases in pro-social behaviour.