Private Education Guide 2012

Guide to Private Education | D E C E M B E R 2 0 11 | 1

2 | D E C E M B E R 2 0 11 | Guide to Private Education

contents04 WHEN PRIVATE SCHOOL MAKES SENSEBY KIRSTEN DE DEYN KIRKSometimes private school is the answer to your child’s educational challenges. Reasons why you may want to consider private education.

08 PRIVATE EDUCATION: MAKING THE CHOICEBY DENISE YEARIANTips on finding the right school, and what to look for.

13 THE HOMEWORK WARSBY DENISE YEARIANHomework can make life difficult for the entire family. Here’s how to streamline the work, and get through it easily.

17 NEED A TUTOR?BY DENISE YEARIANWhen a tutor makes sense.

21 THE LUNCHBOX MAKEOVERBY PATRICK EVANS-HYLTONTurn boring brown bag lunches into something your child will want to eat. Here’s how.

24 “I HATE SCHOOL!”BY SUSAN SMIGIELSKI ACKERArea educators advise parents on what to do when enthusiasm for school takes a nosedive.

29 HOW TO AFFORD PRIVATE SCHOOLBY ALISON JOHNSONHow to afford private school without breaking the family budget.

32 TESTS MADE EASYBY JENNIFER O’DONNELLHelp your child make the most of test taking with these handy tips.

PUBLISHERDIANE [email protected]

EDITORJENNIFER O’DONNELL [email protected]

BUSINESS AND MARKETING DIRECTORTAMMY LINDQUIST [email protected]

ART DIRECTORSHERRI [email protected]

DESIGNERCOLLEEN [email protected]

CONTRIBUTING WRITERSALISON JOHNSON, MARY ELLEN CARRIER, RICK EPSTEIN, SHARON ZOUMBARIS, SUSAN SMIGIEISKI ACKER, BONITA BILLINGSLEY, PATRICK EVANS-HYLTON, KRISTEN KIRK

ACCOUNT EXECUTIVESAMERICA WILSON [email protected]

KATHERINE BYRD 222-3945, [email protected]

JAMES WRIGHT 222-3994, [email protected]

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Private school

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BY KRISTEN DE DEYN KIRK

private vs. public

DENISE NORMAN is

used to the question,

“Why did you chose

a pr ivate school?”

Friends are often surprised she did so

for her first-grade son because her lo-

cal public school has a great reputa-

tion. And, of course, that public school

is free. (If you set aside the house taxes

she pays every year!)

PICK THE

BEST FITWhen a private school makes sense: The answer might surprise you

BY

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So...why?!“He started there as a pre-

schooler,” she says, “and we were happy.”

In other words, the school was a good match for her and her son. And the price is not as much as people would guess.

Norman thinks that the fact that “private” can be the best option, even when a free, good public school is avail-able, is something more people should add to their list of knowledge. Richard Plank, director of admissions at Cape Henry Collegiate in Virginia Beach, would agree.

He likes to tell people to keep their minds open.

“Don’t limit yourself or your child,” he says.

What is “best” depends on the child, he notes. It might be your public school, it might be a private school. If you automatically think it’s one or the other, you’ll limit your search - and maybe your child’s future opportuni-ties. Every child is different - and every family has different goals for their child.

“Some focus on academics, others extracurriculars or athletics,” he says. “You have to get a feel for each school.”

Tracey Braham, director of admis-sions at The Williams School in Norfolk, feels an extensive search is a good idea as well. She says you have to see the en-vironment and the school day as it un-folds to get a real feel for what happens on campus. One person’s ideal setting may not be another’s cup of tea. There is not one “perfect” for everyone, except maybe when it comes to being singled out - in a good way.

“One thing a private school can of-ten offer that a public one can’t always provide is individual attention,” says

Braham. To determine that, though, you have

to ask the right questions. Plank and Braham advise not just asking “what is the student/teacher ratio?” Parents should ask about the class size and how many teachers are in each class. It can vary by the subject and by the grade. If “individual attention” is your pri-mary motivation in choosing a school, make sure you’re getting it by gathering all the facts. Also ask how a many stu-

dents will be accepted into each grade - and know how many are currently en-rolled by grade.

Other questions that Plank and Bra-ham recommend include:

1. What advanced placement classes and sports are offered? “Some people focus on ‘how many,’” says Plank, “but it’s more important to know if what the parent and student value is offered.”

2. What is your “why?” “The school should know why they are open

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n academics, othersr athletics,” he says.f l f h h l ”


and how they are different,” says Plank. “One school’s answer isn’t nec-essarily better than another; you want to find out what their focus is. It’s im-portant that the school remains true to who they are, and not just say what the parent wants to hear.”

3. What questions do you have for me? “The school should be interested in you,” says Plank. “What is important to you and what are you looking for?”

4. What financial assistance is avail-able? Need- and merit-based scholar-ships are available in many cases.

5. What sort of character-develop-ment classes are offered? “Many par-ents understand the need for a focus on social and emotional development,” says Braham.

6. When are students applying and notified of acceptance? Braham notes that it’s best to start a whole school year ahead of time and ask how many open-ings in your grade are expected.

The bottom line: A private school could make sense for your youngster, even if you think your public school is just fine and a private school could “never” fit your budget. Think hard about what would benefit your child - and then knock on all of the doors you can find for the match.

The stakes, after all, are high: “Kids get to go to school once,” says

Plank. “They don’t get to go back and do it again.”

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If “individual attention” is

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in choosing a school, make

sure you’re getting it

by gathering all the facts.


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FOR THE PAST EIGHT YEARS, Josh Baker attended public schools. Up to this point,

his parents were pleased with the kind of education he had been receiving. But as their

son hedged toward high school, Mom and Dad felt a need to give him a more tailored

education—one that would better prepare him for college. So when September rolled

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Your kid here.Private Education: A Choice Decision

BY DENISE MORRISON

YEARIAN

choosingthe school


Every year, scores of parents look into the option of sending their children to pri-vate schools. But because no two schools are alike, finding the right fit can be a daunting task. So where do you begin?

In his book, The Parents’ Guide to Al-ternatives in Education, Ronald Koetzsch, Ph.D., states that rather than looking for a “perfect school,” parents should look for one that meets their child’s needs. “There’s no such thing as a perfect school,” he says. One school can be right for one child and wrong for another.

Kenneth Weinig, private school headmas-ter, agrees. “When it comes to children’s ed-ucational needs, there is no one-size-fits-all,” he says. “Even within the same family, kids’ educational needs can differ.”

For this reason, parents should look at their child’s academic needs, taking into account his strengths, weaknesses, inter-ests and talents. Also consider what sort of learning environment the child would be most comfortable in. A self-motivat-ed learner, for example, may do well in a program where he gets to direct and carry out his own learning. But a child in need of constant direction might be more suit-ed to a structured environment. Certain schools are right for certain children, says Koetzsch. It’s just a matter of find-ing what fits.

Weinig agrees and points out that, “Each school has a method of teaching, (which is normally found in the mission or statement of purpose) that can have a profound im-pact on a child’s educational experience.”

As you evaluate your child’s needs, make a list of what you want in a school. Consid-er your own preferences, as well as your child’s personality, gifts and talents. “Be specific about ambiance, class size, teach-ing style, curriculum, the role of art and music, homework, where parents fit into the running of the school, and so on,” says Koetzsch. But remember, he advises, you are not constructing an absolute educational ideal, just one that is appropriate for your child.

Next make a list of all the schools in your area that are potential candidates. Call and ask them to send information about their school. Once the information has arrived, look at each one’s program, mission,

Arrange to visit those schools that appeal to you. While visiting, sit in on the classes and observe the teachers and students. Be sure to record your reaction. Did you feel comfortable and relaxed, or uptight and anxious?


services, faculty and administra-tion. What makes the school unique? What is its teaching philosophy? Is there a vision for the future? Is there anything the school does particularly well? What about the curriculum? Will it cater to your child’s talents and interests?

While cost and commuting distance are factors, both Koetzsch and Weinig agree, these are hurdles that can be overcome. “Parents should not be de-terred by the cost of school fees,” says Weinig, “Some of the most expensive schools also have the largest amount of financial aid available.” And as far as the commute goes, there may just be someone in your community who would welcome ride sharing.

After reviewing the materials, ar-range to visit those schools that ap-peal to you. Still, Koetzsch says be open minded. Consider visiting a school even if it’s not one of your top selections. “There is tremendous variety even among schools that share a common

educational philosophy and practice,” he says. “The school you expected to love may disappoint you, and you may find a gem where you didn’t expect one.”

While visiting, sit in on the classes and observe the teachers and students. And don’t forget your notebook either. According to Koetzsch, it’s a good idea to keep a written record of every vis-it. “Note the obvious facts: school size, class size, ambiance of the school as a whole and of individual classrooms, ab-sence or presence of a dress code, and general demeanor of the students and teachers.” Also be sure to record your reaction. Did you feel comfortable and relaxed, or uptight and anxious?

When you visit, spend a few minutes talking with the principal or school ad-ministrator.

Ask specific questions and record these answers. Don’t feel embarrassed about asking questions, says Koetzsch. “The answers will give you a sense of the philosophy behind the school and

how that philosophy manifests in the life of the school.”

If possible, talk with a teacher, prefer-ably the one who would have your child in class. Ask how she got into teaching, how long she’s been doing it, and what she does and doesn’t like about her job. As you get a feel for her personality, consider how your child will interact with her. Remember, says Koetzsch, “In the end, education is something that happens primarily between an individual child and his teacher, so it’s important that you like and trust your child’s teacher.”

Next get the names of several par-ents whose children attend the school and would be willing to talk with you. Ask them what they do and don’t like about the school. Also try to obtain a few names of parents who were not happy there and enrolled their chil-dren elsewhere. As Koetzsch points out, all schools have success stories, but no school works for every child. “Find

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QUESTIONS TO ASK WHEN CONSIDERING A PRIVATE SCHOOL

What is the school’s philosophy on teaching reading?

What kinds of books are the children expected to read? Who chooses them?

How and when is writing and composition taught? Is there time for creative writing?

Is the curriculum established or does it emerge from the students’ interests?

How often do the children use textbooks? Workbooks? Worksheets?

When do children start getting homework? How much at what grades?

How are the children assessed?

When does computer education start? How much exposure per week do they get?

How much time is spent on art, music and crafts?

Are there many opportunities for cooperative learning?

How is discipline for improper behavior carried out?

What kind of qualifi cations do the teachers have?

Who makes decisions about the school?

What level of parental participation is allowed?

out about a child who did not thrive at the school,” he says.

Once you have visited several schools, narrow your selection to those that might work for you. Plan to return, this time with your child. Have him meet the teacher, and if possible, spend time in the classroom with the other students. What was his reaction? Did he seem comfortable with the school? The teacher? Other students?

Most important follow your intuition. As a parent you know your child better than anyone else. If you’ve done your homework, you’ll know if it’s the right school or not. And while it may not fit your specifications exactly, it more than likely will be an environment where your child can grow and flourish—in-tellectually, emotionally, physically, and in some cases, spiritually, too.

Denise Yearian is the former editor of two parenting magazines and the mother of three children.


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Even in well-functioning families, homework can be one of the hottest parent-child crisis buttons. So how can you, as a parent, keep the battle to a minimum and make homework a positive experience?

A child’s ability to be successful with homework begins with the value par-

ents place upon learning. Success in this department requires helping your child develop essential homework skills, creating a working alliance with your child and his teachers, and learning to deal with common homework prob-lems. Following are a few tips to help get homework done—without the battles.

Homework is an important component of a child’s educational

experience. For many kids, it’s a given—they just do it without

complaining. But for others, it’s a battleground, a place where

war ensues every weekday evening.

ENDING HOMEWORK HASSLESDon’t let homework control your child’s – or your – life. Avoid the headaches with these helpful hints.

BY DENISE YEARIAN

homework


HAND OVER THE REIGNSWhile asking about homework and

helping out is an important part of guid-ing your child through his assignments, excessive involvement may stifle his ability to learn to work independently. Be available for assistance and feed-back, but do not jump in too quickly to correct homework, or wait until the eleventh hour when, out of frustration, you end up completing his homework for him. Remember, the more respon-sibility you assume, the less responsi-bility your child will take. Hand over the reigns. This will give your child responsibility and ownership for his homework.

ELIMINATE EXCUSESFrom time to time, kids will make ex-

cuses to avoid doing homework. While there may be times the excuse is valid, at other times it could be just a ploy to avoid the unpleasant. For this reason, parents should familiarize themselves with their child’s abilities. Then they’ll know if Junior is really struggling or just wanting to take the easy way out.

ESTABLISH RULES AND ROUTINES

One way to avoid homework hassles (and help your child become an inde-pendent learner) is to establish rules and routines. This should include a

regular place and time for doing home-work, as well as guidelines regarding TV and telephone usage.

Try to create a pleasant homework environment. For example, if you de-cide to work at the kitchen table, make sure it’s clean and that you have am-ple supplies within reach. You might even include a healthy snack or drink. Some children work better with qui-et music playing or a window open for fresh air. Others are easily distracted and need absolute quite. Try to figure out what works best for your child and stick with it.

Guidelines regarding TV and tele-phone usage should be established


from the very start. This avoids the po-tential of getting trapped into lengthy discussions and arguments when the phone rings or a TV special is on. While establishing these rules, remember that there may be a circumstance in which your child needs to call a class-mate to double check an assignment. If this is the case, set a time limit on the call—five minutes or so. This should be ample time to write down any in-formation needed. From time to time, a TV special may rouse your child’s interest. If the special comes on dur-ing homework time, give your child the option of doing his work early, or offer to videotape the program so he can watch it at his leisure. Above all, be consistent with rules and routines. This avoids procrastination and lets your child know his boundary lines and your expectations.

ASSIST IN PLANNINGFrom time to time, children feel over-

whelmed if they have to complete a long-term assignment, such as a report or special project. As a parent, you can alleviate some of the stress by helping your child divide the work into bite-size chunks. For example, if your child has to do a book report and it’s due by the end of the month, set a date when he should have the book read, anoth-er date when the rough draft should be done, and another date when the final report should be completed. Do not nag, but follow up when the allot-ted dates arrive.

ELIMINATE CARELESS MISTAKES

A lot of kids rush through their home-work to get it over and done with. In general, this is not a problem if the work thorough and complete. But if your child is rushing through his homework and,

as a result, makes careless errors, has sloppy handwriting or fails to pay atten-tion to directions, it’s time to intervene.

Explain to your child that you want him to do his best work, not his fastest. Suggest that he underline or highlight important words or phrases in the as-signment directions so he will remember what needs to be done. Also, encourage him to look over his work for accuracy.

Each night before the homework gets put into the backpack, review his as-signments. Check for neatness and ac-curacy, as well as for interesting ideas and good organization. Encourage, but do not demand that all the mistakes be corrected. Remember, the goal of some assignments is creativity and original ideas, in which case spelling and gram-mar can be worked on at a later time.

If you suspect your child has made mistakes due to poor understanding, provide assistance. If you continue to see the same type problems cropping up, talk with the teacher or consider hiring a tutor.

A child’s ability to be successful with homework begins with the value parents place upon learning. Success in this department requires helping your child develop essential homework skills.

INCREASE SELF-CONFIDENCE

If your child lacks the confidence to work independently, he may perceive himself as destined to fail and see oth-ers as having all the answers. If this is the case, spend time encouraging him, not only in the area of homework, but with other school-related activities. Emphasize your child’s strengths rath-er than his weaknesses. When you do review homework, start with what has been completed correctly before focus-ing on the revisions.

EASING THE OVERLOAD

If you suspect your child is receiv-ing more homework than he can han-dle, talk with his teacher. Find out how much time the assignments should take. Based on what you learn, set a specific amount of time for homework to be done. If finishing the homework continues to be a problem, return to the teacher and explain the situation. Perhaps it’s more than your child can handle. Teachers are often willing to make adjustments in quantity of homework assigned when they un-derstand a problem exists. Above all, remember the importance of down time. Like adults, children need time to wind down from a busy school day, to think or simply rest.

In conclusion, as parents we want our

children to get the best education possi-ble. To achieve that goal, we must show them how to be independent, responsi-ble learners. If we do the job right, ed-ucation will continue long after their school days are over.



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U TT O R

There are a number of signs that a child needs a tutor. These include difficulty doing homework, poor test grades, multiple wrong answers, un-finished assignments and, of course, frustration, tears and decreased self confidence.

Before finding a tutor, sit down and discuss the need with your child, says Beverly Stewart, president and direc-tor of Back-to-Basics Learning Dy-namics. “Make the conversation as positive as possible. You are trying to get the child to buy in—’You know how reading is kind of hard some-times? Well, we’re going to meet with someone who can help you.’ Most kids are okay with that because they don’t want to struggle with schoolwork.”

This is what the Hagy’s did. “Nat-alie loved to pick up books and make up her own stories, but she couldn’t read,” recalls Doug. “We told her, ‘These are going to be people who

can help you.’” Even though the Hagys took a pos-

itive approach, Natalie was still a bit apprehensive. “I think she was

concerned it was going to be like school, which she didn’t like,” Doug continues. But once she got there, she learned about the reward sys-tem. “It was a quick lesson for Nata-lie: ‘If I do my work right, I can get some tokens.’”

The Hagy’s chose a tutoring center over a private teacher for their daugh-ter. “When our oldest child Mackenzie was in first grade, we had a bad expe-rience with a private tutor,” he says. “It definitely had its positive points—it was more convenient because the tutor came to our house, and it didn’t cost as much as the center.”

But there were downfalls too. “The big reason private tutoring didn’t work was because of Mackenzie’s attitude. The tutor happened to be a friend of ours, and so Mackenzie saw it as playtime.”

Hagy knew someone from a lo-cal tutoring center and switched his daughter to that program. “We were so pleased with the results we used it for our son Patrick and now for Nata-lie. It has been the best option for all of our children.”

“There is no one-size-fits-all when it comes to tutoring,” says Stewart. “It depends on the student and the goals. If there is a lot of remedial work to be done, the child really should have a professional to work with.”

Once you have talked it over with

Ever since Natalie Hagy was 3-years old, she has struggled with de-

velopmental delay issues. So her parents were not surprised to find

she needed academic help when she started first grade. // “It got to

the point where Natalie didn’t want to go to school,” reports her fa-

ther Doug. “We would see her falling asleep at the dinner table at 5:30 p.m. The

school work was so hard and we were getting nowhere.”

CHOOSING A

BY DENISE YEARIAN

WHERE TO LOOK FOR A TUTOR

Start with the school—the child’s teacher, principal, or guidance counselor

Ask family, friends, co-workers

Check with Better Business Bureau

Go online

Look in the Yellow Pages

Locate ads in local newspapers and magazines


?your child, try to get recommenda-tions. Talk with your child’s teach-er, principal, or guidance counsel-or, check with the Better Business Bureau, look in the Yellow Pages, or go online. Other parents are a good resource too. Is there someone they have had success with? Next check credentials to find the most qualified person and best fit for the job. Look not only at degrees, but the experi-ence and teaching style too.

When the search has been narrowed down to a few names, call or make an appointment to speak with the tutor. Consider her personality and attitude. Is she upbeat and positive? Does she take the child’s learning style into ac-count when tutoring? Is she available at a time that works for your child?

With kids’ extra curricular activ-ities and parents’ work schedules dominating the clock, finding the right time for tutoring sessions is al-ways a struggle. “There needs to be a lot of flexibility so the sessions are held at a good time for the child and the family,” says Liz Holter, execu-tive director of a Sylvan Learning Center, And that means a time when the child learns best Some children, Holter says, do best right after school. Others need a break before tackling

academics again.While interviewing the tutor, ask

who sets the academic goals. “I rec-ommend every player—teacher, par-ents, child, and tutor,” advises Stew-art. “I encourage our tutors to talk with the teacher so they are on the same page.”

Holter agrees. “We are in the busi-ness and know what the appropriate goals should be. But parents know their child best, so they should be in-volved in the goal-setting process too.”

“Natalie’s goals were plain and sim-ple as to what she needed to do to be where her peers were,” says Doug. “The first part of the year it would take weeks to get through a section; now she can do a section or so a week.” He pauses then adds, “She’s making progress.”

And progress is what it is all about. “Our center does periodic progress reports,” says Holter. “We check off goals and redefine them, if neces-sary. This lets parents know what is happening. They have a monetary in-vestment in this and deserve to know what is being accomplished.”

Stewart’s organization gives par-ents updates too. “Ours are informal. When we see the parent, we discuss what progress has been made. It’s con-tinual communication. We will give a written report if a parent asks for one. But most times, the proof is just there. I hear parents say, ‘My son is pulling books off the bookshelf and he never liked reading before! What a change!’”

Change is what the Hagy’s have seen in Natalie. “Before she start-ed tutoring she had such low self-esteem,” recalls Doug. “Now she is incredibly self-confident. We’re not expecting her to be Einstein. We just want to give her what she needs to succeed.”


QUESTIONS TO ASK WHEN CHOOSING A TUTOR

What age do you tutor?

Is it for remedial work only? Or do you do enrichment and maintenance too?

What subjects do you offer?

Do you have summer programs?

Can my child go during school hours?

Do you offer diagnostic testing? Is it required?

Do you teach in small group sessions or one-on one?

Where does tutoring take place?

What qualifications do you/your teachers have?

What if my child has a personal problem with the tutor, can I get another one?

How often is the child required to go?

Can you work sessions around my family’s schedule?

How often will I receive progress reports? Will they be written for verbal?

What is the duration of the contract?

How much do you charge?

Are there any hidden fees?

SIGNS A CHILD NEEDS A TUTOR

Doesn’t want to go to school

Difficulty doing homework

Gaps in learning

Poor test grades

Hiding test scores from parents

Teacher reports missing assignments

Unable to keep up

Multiple wrong answers

n Unfinished assignments

Frustration and possibly tears

Decreased self confidence

Parents are frustrated and don’t know how to help


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lunch

BROWN BAGGING

CAN BE FUN, EASY AND

ECONOMICAL

thinking inside the

LUNCHBOX

PACKING A LUNCH isn’t just for picky eaters any more; with ever-increasing aware-

ness of food allergies and obesity problems, sending the loved ones off with a careful-

ly-planned brown bag midday meal is increasingly the thing to do. Brown bagging can

also be more economical, and there is also a cool factor involved.

There are, however, several things to keep in mind, from selecting the right lunchbox to the right lunch.

Forego the concept of packing lunches in a clas-sic brown bag and instead choose soft-sided, in-sulated, closable and easy-to-clean lunch boxes.

Names can easily be written on the outside of these containers with a permanent marker. Using a lunchbox like this not only cuts down on the waste of disposing of a paper bag daily, but also gives some protection from the elements and the dropsies to the contents inside.

BY PATRICK EVANS-HYLTON


Likewise, a washable, durable, insu-lated beverage container is good for bring-ing water or fruit juices and keeping them cool until lunchtime with a few ice cubes added to the contents before sealing.

Think inside the box: sometimes lunch consists of just 15 or 20 minutes to eat, so anything packed needs to be ready-to-eat, or at least have a very minimal fuss factor. Think of healthy choices as a foil to the often highly caloric, fat-laden, so-dium-packed meals sold in the cafete-ria. And keep in mind food safety; there probably isn’t any way to keep the meal ice box-cold until lunchtime, and even in-sulated offerings often have limited re-sults, so pack items that don’t spoil eas-ily, or at all.

Here are some suggestions:

THE LUNCHBOX Generally, a soft-sided lunchbag is

easier to pack, carry and keep up with than a traditional hard lunchbox; these are insulated, and are easy to clean

Look for lunchbags with external pockets for small items and a clip to at-tach to a backpack

Lunchbags should close easily, and stay closed

Lunchbags should be easy to open, as well as easy to pack and unpack

Lunch bags should be spill resistant Read information provided by insu-

lated lunchbag manufacturer to see how long safe temperatures will be maintained - the longer, the better - even so, you will most likely want to use frozen gel packs

If using a soft-sided lunchbag, pack items inside in sturdy containers to pre-vent squishing; consider hard plastic re-usable containers that can be washed out at home over ziptop bags

THE LUNCH Plan lunches ahead, and then give

yourself an additional 10 minutes in the morning to prep lunches to avoid being rushed; let kids help in the planning and preparation

Perishable items can be prepared

the night before; just store in your home refrigerator until packing the next day

Avoid foods that require a lot of fuss or end up being very messy

Lunches should have a minimum number of perishable items

Look for good sources of protein, like hard cheese, hard-boiled egg, hummus,

turkey, tuna or - if allowed at the school - peanut butter

Pack warmed up, leftover noodles and sauce, soup, and the like in an insu-lated bottled

Make a smoothie and send in an in-sulated bottle

Whole grain muffins feed a sweet tooth more healthfully than a candy bar

SUPER SIDESHere are some ideas for super side dish-es to toss in the lunch box:

Toasted whole-wheat raisin bread cut

into “fi ngers”

Small tangerines, apples, bananas and

other fruit

Melon cubes

Baby carrots or carrot sticks

Sugar snap peas

Cucumber coins

A few cubes of a hard cheese, like

cheddar

Box of raisins

Individual applesauce container

Whole grain chips and salsa

Cereal bar

Peanut butter and crackers

Air-popped pop corn

THE LUNCH, PACKED Pack condiments and wet items sep-

arate from bread and items that can be-come soggy for quick assembly at lunch

Pack items in sturdy, reusable containers A frozen gel pack should be packed

with perishable items to help keep those cold until lunchtime

Hot foods and cold foods can be kept in an insulated bottle

Prep insulated bottles by running very hot or very cold water in them, then drain, before putting hot or cold food

If refrigeration is not available, lunch-boxes should be stored in a cool, dark place - away from sunlight and heat sources

Perishable leftovers should be dis-carded after lunch

recipePUFFY PIZZA POCKETSThis recipe keeps well in a lunchbox and tastes great at room temperature. Flaky biscuit dough combines with classic pizza fl avors for a delicious lunch entrée. Turkey pepperoni keeps the pizza lower fat; substitute with chopped vegetables like broccoli and eggplant if you wish.

Ingredients1 can refrigerated biscuit dough

1/4 cup tomato sauce

1/4 cup mozzarella cheese

1/4 cup turkey pepperoni

1 tablespoon dried Italian seasoning blend

MethodPreheat oven to 350F. Press each biscuit fl at approximately into a fi ve-inch round. Spread on a little tomato sauce, sprinkle on some cheese, place on top some pepperoni and add a couple of dashes of spices. Be careful not to overfi ll the pockets or contents will leak out. Fold the biscuits over into a half-moon shape, crimp closed and place, evenly spaced, on an aluminum foil-lined baking sheet. Bake until golden, about 20 and 25 minutes, remove and cool.

Yields six pockets.


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It DependsThe answer is maybe and may-

be not. Many children experience a new level of anxiety at the fourth grade level which seems to be “for no good reason”. However, an ex-amination of your current school’s curriculum and classroom proce-dures may explain it. Typically stu-dents in fourth grade are expected to exhibit more individual respon-sibility in regards to homework, be-havior and general school life. The academic material covered is cer-tainly more challenging but so are the other pulls on a student. This

is often the time when students may become involved in many extracurricular activities such as school sports, student council, fo-rensics, various clubs etc. The pres-sure to participate can sometimes be overwhelming. You should ar-range a meeting with your child’s “team” at the school which would include the teacher, principal and counselor to make sure everyone is aware of your child’s anxieties and to develop strategies to help him through this transitional peri-od. Obviously, a number of causes should be examined and eliminat-

ed including any potential bully-ing or negative influences from within the classroom setting. Re-assure your child that his team is behind him every step of the way and that fourth grade is indeed the beginning of a new adventure. If you encounter any resistance from the school to adopt this team ap-proach to helping your child, it may be time for Plan B.Amy Butler KallenbachDirector of Development and MarketingChrist the King Catholic SchoolNorfolk

let’s talk

My son is in the fourth grade and no longer likes his school, teachers or curriculum. He has attended the school since first grade. We really cannot pinpoint a problem other than he just does not like it. He has asked to change schools. Should we do it?


Don’t OverreactStay the course. You can’t pinpoint

the problem because there may not be one. Fourth grade is a big transi-tional year for students. The work-load increases and the tests become more complex. All of this is enough to make a kid feel like this isn’t for him. The first time school starts to feel a lit-tle hard, many students tend to recoil. Self-esteem drops and the thought of making your first “C” causes anxiety. I have seen some of the best students I have ever taught go through this. The good news is, if you stick with it, the joy of school comes back. After having taught 4th grade for two years, I am now teaching 5th grade. I looped up with my students from last year. Many of those students have improved their grades from 4th grade to 5th. I’d love to say the progress is a result of excel-lent teaching, but these students weath-ered the storm. They battled the trials

of 4th grade and became better stu-dents because they didn’t get too down or give up. Private schools teach the whole student and not just academics. A good private school will guide your child through the bumps in the road. Consider that you may not have a pri-vate school problem, but a 4th grade

temporary state of uncertainty. As we like to say in Catholic schools, “This too shall pass.”

Frank BlacklockeFifth Grade TeacherChrist the King Catholic SchoolNorfolk

Fourth grade is a big transitional year for

students. The workload increases and the tests become more complex.

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Have a TalkThe first thing you would want to

do is talk calmly with your child, at a time when he is not upset, about why he wants to go to another school. You should also talk with his classroom teacher for insight. Your child might be fearful of something or have a con-flict with another student. The parent should ask his/her son: What would be different at another school? What is dif-ferent this year from last year?

Fourth grade is a transitional year. Children go from “learning to read” to “reading to learn.” Demands on them increase and knowledge acquired in previous years is built upon, so gaps in skills could be causing an issue. Also, because academically the curriculum does get more difficult in the fourth grade, a child who might not have need-ed to put forth much effort into making good grades in the past, might now find things more challenging, and mistak-enly believe there is something wrong

with either himself, the teacher or the school.

If there doesn’t appear to be any ac-ademic reasons for your son’s request to change schools, you might look at the friendship dynamics that may have changed from previous years. Fourth

grade is a year where children do more “group” playing and sometimes this is difficult for a child who doesn’t know how to interact with different person-ality styles. In meeting with the class-room teacher, the parent should also ask about how the child is during re-cess/lunch time. Does the classroom teacher have any concerns?

In addition to the classroom teach-er, another good parent resource in the school is the guidance counselor. This person is trained to help both students and parents navigate the changing aca-demic and social waters of childhood. Often just having someone listen to your concerns can help you see the is-sues more clearly and determine the strategy that you, the parent, are com-fortable in taking. Randy Pike Mrs. Debbie WhiteDirector of Guidance Lower School Guidance CounselorCape Henry Collegiate School Virginia Beach

Fourth grade is a

transitional year. Children

go from “learning

to read” to “reading to

learn.”


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SAY THE WORDS “PRIVATE SCHOOL” and two more words spring to many

people’s minds: “rich kids.” // But in reality, students come from a wide range of

socioeconomic groups, school administrators say. Parents also have more options

than they might think to make tuition affordable, including flexible payment plans

and a need-based financial aid system that considers a family’s entire economic

picture rather than income alone.

YOU CAN AFFORD PRIVATE SCHOOL

HERE’S HOWBY ALISON JOHNSON


“Don’t just assume you’ll never be able to afford a school,” says Rebec-ca Bresee, Director of Admissions at Hampton Roads Academy in Newport News, where about 18 percent of age-eligible students receive some form of financial assistance. “Come take a look and ask questions. We are committed to diversity, and that includes socioeco-nomic diversity. We don’t want financ-es to get in the way of a student who we feel would be a great fit for our school.”

Nationwide, close to a quarter of pri-vate school students received some level of need-based aid last year, according to the National Association of Indepen-dent Schools, or NAIS. Grants - which come out of each school’s budget and don’t need to be repaid - totaled more than $1.5 billion, with an average award of $12,292. Many schools have substan-tially boosted their financial aid bud-gets recently in response to the coun-try’s economic downturn.

Schools often rely on a standard-ized financial aid form provided by NAIS (www.sss.nais.org) to calcu-late grants for admitted students. In addition to annual income, the form covers a wide range of expenses such as

mortgage and car payments, tuition for other children, medical costs and even the age of a child’s parents, which can affect their retirement savings needs. That means everyone from extremely low-income families to those earning more than $100,000 a year may re-ceive some level of assistance, wheth-er it’s a few hundred dollars a year or full tuition.

“Many types of families qualify, even those that might seem well-off but are still under significant financial pres-sures,” says Myra McGovern, senior di-rector of public information for NAIS. “If you’re concerned about your ability to pay, it’s worth applying because you never know.” Completing financial aid forms early in the application process is an advantage, as schools have a lim-ited pool of money.

Independent schools aren’t cheap: during the last year, the median tuition for NAIS-member day schools ranged from $16,915 for first grade to $21,695 for 12th. To help, many schools offer interest-free monthly payment plans that allow families to avoid one or two big financial hits a year.

At Norfolk Academy, for example,

Many schools have

substantially boosted

their financial aid

budgets recently in

response to the country’s

economic downturn.


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SHOWING UP TO SCHOOL ON TIME and finishing homework as-

signments will only get a student but so far. Successful scholars know

that the key to school success lies in how well a student tests. Unfor-

tunately, test grades don’t always measure how well a child knows

a subject. Even highly intelligent children can choke on exams, mid-terms, and

even on pop quizzes. Nerves certainly play a role. But there are other factors that

can result in a miserable test taking experience.

Have a happy test.HOW YOU CAN PREPARE YOUR CHILD, WITHOUT STRESSING HIM OUT

Test-taking tips

BY JENNIFER C. O’DONNELL


You can help your child prepare for and execute tests successfully, and you can do it without stressing him out. To help your child show all he knows, consider the tips below.

REVIEW HOMEWORK ASSIGNMENTS

You can tell how well your child is doing in a particular class just by re-viewing his homework assignments once or twice a week. If your student is struggling with a subject, it’s impor-tant to react quickly, before he falls further behind. Tutoring him for a half hour or so may be all that’s need-ed to clear up any questions he might have. Or, if you think you’re not pre-pared to teach him yourself, consider asking his teacher about after school help or additional tutoring options.

REVIEW OLD TESTS AND QUIZZES

One of the best ways to prepare for a test is to review previous home-work assignments or quizzes. It’s a good idea to keep them on hand un-til your child has moved on to anoth-er study unit.

BE FIRM ON BEDTIMESometimes students fail to thrive in

the classroom because they’re sleep deprived. Be firm about your child’s bedtime, limiting computer access, television, and cell phone distractions a good half hour before bed. Make sure your child spends a few minutes

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winding down before bed, so that fall-ing asleep doesn’t become a chore.

LIMIT DISTRACTIONS WHEN STUDYING

It’s hard to concentrate when phones are ringing, the door bell is ringing, the microwave is going off and younger siblings are doing their best to annoy. Be sure your student has a quiet place to study that’s free from distractions,

noise and even from younger siblings. It’s always a good idea to set up a work station in your child’s room, or in the family office where your student can go to study without interruption.

MAKE FLASH CARDSFlash cards are a proven way to

reinforce what’s been taught in the classroom. Help your child make flashcards, and then work together

to get him to memorize the material.

OFFER A HEALTHY BREAKFAST

Be sure your child doesn’t leave the house without a healthy breakfast. It can be hard to get a child to eat in the morning, but a glass of juice and a gra-nola bar can help your student make the most of the school day.

BE POSITIVESome children worry so much about

grades and tests that they panic when it’s time to perform. Be sure you’re positive about your child’s studies, and let him know that you think he’s prepared and will do well. Try not to put too much stress on a child that’s already stress prone. You can even suggest your child try breathing ex-ercises right before the test to calm down and reduce any anxiety he might be experiencing.

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Please Join Us:

Lower School Open House (Grades K-5)

Saturday, January 21 at 10 a.m. Saturday, March 24 at 10 a.m.

Middle & Upper School

Open Houses (Grades 6-12)

Saturday, January 21 at 1 p.m. Saturday, March 24 at 1 p.m.

Lower School Parent Preview Days (Grades K-5)

Wednesday, February 1 at 9 a.m.

Middle & Upper School Parent Preview Days

(Grades 6-12)Wednesday, January 25 at 9 a.m.

For more information and to pre-register call(757) 480-1495 or visit NorfolkCollegiate.org

Private Education Guide 2012

Documents

private education d

private educationcontents04

right school

denise yearianwhen

ews s exit

academic skills

tidewater parent150

choiceby denise yeariantips