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The Way Forward – Kindness Forgiveness and Reparation

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 KINDNESS

Mark Twain said: ‘Kindness is the language that the deaf can hear and blind can see’ and I think that the world could do with a bit more kindness just now.

In April, I attended the ECIS Leadership Conference in Brussels, along with our Managing Partner, Andreia Mitrea, and our Deputy Head, Marilena Nicolae, where hundreds of Principals, Directors and Board Members were gathered to share experiences, learn from one another and celebrate 50 years of ECIS-http://www.ecis.org/. All member schools have to adhere to ECIS ethical practice, and Avenor College is proud to be a Full Member of ECIS.

During the conference, we had the pleasure of meeting John Hendry, Director of Student Welfare at Geelong Grammar School, Victoria, Australia. https://www.ggs.vic.edu.au/

As the biggest boarding school in the southern hemisphere, Geelong has an outstanding reputation, and is a place where the care and nurture of the individual is embedded in the educational process. John spoke about forgiveness, kindness and restorative justice. He believes that international schools can create world peace. He has very kindly provided us with several of his own blog entries, and I am sharing ‘The Way Forward’ with you here in its entirety.

Denise Trickett, May 2015

 

The Way Forward

Kindness, Forgiveness & Reparation 

The Golden Rule…. “Do unto others as you would have them do unto you..” and the Hippocratic Oath …”First do no harm..” underpin how we live in relationships at Geelong Grammar School

People live in relationships. When people live and work together disputes are inevitable and errors are made. Relationships are tested. The intimacy of a school community is such that effective dispute resolution is essential if people are to live in relationships where individuals and the community flourish. Disputes can be resolved if the disputing parties accept the need for and believe the reparation process will be transparent, fair and provide an opportunity to develop a shared understanding of the issues. The process can succeed if the parties feel they have been well treated, there is no residual resentment and there is a mechanism for restoring trust, honesty, integrity, compassion and hope. To do this, forgiveness must be exercised by all parties. The aim is to restore dignity to relationships.

Geelong Grammar School wishes to foster a community based on trust. When harmful behaviour or conflict occurs, we emphasise repairing the damage caused to relationships and finding mutually acceptable ways forward. This practical philosophy can transform the way community members think, feel and act towards each other.

Forgiveness underpins the School approach to dealing with mistakes. Many mistakes are made by young people through lack of careful attention to others or to rules. Often there is no intention to harm, and when harm is intended, the young involved may have little real understanding of the effects of their harmful actions. Actions impact on others and these must be understood for the safety of all.

Geelong Grammar School’s approach to relationships is based on moral precepts which value both the individual and the community. Our pastoral principles and behaviour management practice promote wholesome transformative relationships and eschew intimidation, fear or overt exercise of authority. The relationship reparation practices we use to resolve disputes encourage people to rethink, to learn, to appreciate, to understand, value and respect others. Our approach recognises and attends to difference, and is fundamentally educative. Parties grow through this approach to recognise mistakes, to understand that mistakes have to be addressed, and so better understand life. Parties recognise that relationships have been disturbed and need repair requiring a co-created positive approach.

The quality of a relationship has many determinants but fundamentally five present as being significant.  They determinants are 1. Trust, 2. Forgiveness, 3. Integrity, 4. Optimism (hope), and 5. Compassion.  The notion of a relational living world underpins how we live together.  Error is of course how we learn and error must be managed positively in a relational sense.  Resilience is about recognising an error and being able to repair in every sense the impact of the relationships resulting from the error.  This is complex for the error has to be recognised, accepted, fully understood in its impact and then the error maker must accept the pivotal role to begin to repair the relationships disturbed.  This of course begins with acceptance, then forgiveness of self for making the error and dislocating relationships and perhaps causing hurt and a sense of loss.  Those relational “partners’ who have felt that the relationship has been harmed also must accept and acknowledge the error, understand the error circumstance, forgive the error maker and then work “with” the error maker to co-jointly work to repair the relationship damaged. The co-creation of the repair process is essential for although the “heavy lifting” is substantially done by the error maker the damaged party share a responsibility to repair the relationship to the best that is possible.  The obligations exist and the process requires all the 5 determinants of a relationship to be addressed individually and in concert.  This process is determined by the relational “partners’ involved.  The object is to repair and to restore peace. The “heavy lifting” aspect of the relationship repairing process is the consequence associated with the mistake.

“The quality of a community (individual relationships, family, community, nation) is not to be judged on its successes but rather on the humane and constructive approach it employs to the management of mistake.” 

John Hendry

“Forgiveness gives us the capacity to make a new start… And forgiveness is the grace by which you enable the other person to get up, and get up with dignity, to begin anew… In the act of forgiveness we are declaring our faith in the future of a relationship and in the capacity of the wrongdoer to change.”

Archbishop Desmond Tutu

John Hendry September 2014

Education is the key – Inspiration from ECIS 2015

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Avenor College joined hundreds of educators, managers and board members at the ECIS Leadership Conference in Brussels in April 2015, celebrating 50 years of ECI Schools.

Avenor College is part of a huge trend in international education and membership of ECIS and official status as a Cambridge International School links us with organisations from all continents. The term International school no longer just refers to schools for expats- it means both private and state schools worldwide who prefer an international model of education. We found ourselves amongst like-minded professionals at different points on their schools’ educational journeys.

Assessing what we value- not just valuing what we assess

We had the opportunity to further develop our school’s relationship with Cambridge International Examinations. CIE is experiencing exponential growth worldwide, with IGCSEs being the most popular qualification in the world. Importantly, although students use IGCSEs and A levels to access international universities, increasing numbers are using them to get into universities in their own countries. We can be confident that our choice of IGCSEs for our new High School is a good one. For our whole school approach, we found that our aim to incorporate transdisciplinarity alongside subject-based academic rigour was strongly advocated by the Director of Education at Cambridge International Examinations, Dr Tristram Stobie.

A nation of critical thinkers would be difficult to govern

Graham Brown-Martin, founder of Learning Without Frontiers, and author of Learning {Re}-Imagined, posed this interesting question: How come children in the 19th Century were able to use all the technology available to them, when 21st Century students are not? We saw how technology is changing the lives and educational experiences of children in third world countries, whilst we debate whether or not to allow students to use tablet computers and smartphones in our schools. This linked with the inspirational work of Ushahidi in transforming the lives of Kenyans by developing the innovative Brik modem, presented to us by Juliana Rotich. We saw how it is not always appropriate to transplant practice from one part of the world to another, and how solutions and innovations work best when they are tailored to the specific needs of the country or city where a school is located.

Living a Larger Life

The idea that what works in one context may not work in another was further developed by Matthew Taylor, from RSA, in his challenging seminar Giving International Schools the Power to Create. Education is not engineering, he insisted; education is constructed in a social context.

By highlighting the role of teachers in enabling future generations to live lives which are fulfilling, happy and productive, he challenged us to reflect on what makes a good international school. The consensus was: more than one language present in the school; a curriculum based on one of the international models, wholly or partly; cultural sensitivity and teaching staff from more than one country.

Learning- the space/time continuum

Given that learning takes place in a physical environment, the International School of Brussels designed their 21st Century curriculum by starting with a new building. Felim Bolster, Head of High School at ISB, took us on a virtual tour of a school where the walls are transparent, and where the boundaries between teachers have truly become invisible. In a hands-on, practical session, we were invited to design a timetable based on the open spaces and flexible learning spaces. The development of a school is an evolutionary continuum with the following features:

Commonality: clarity and consensus in approaches to learning and teaching /Community: learning is social, that schools are communities, and that a sense of belonging is important /Collaboration: everyone needs time and space to work in individual ways and collaborative ways for different purposes /Visibility: de-privatising our practice; seeing learning happening all around us /Agility: flexible purpose-driven learning necessitates flexible, purpose-driven learning spaces/ Connections to nature: students benefit from being in close proximity to nature/Mobility: movement, both into new spaces and through the use of flexible, adjustable furniture increases oxygen flow and makes concentration easier/Sustainability: innovative producers, informed consumers and responsible conservers.

How to Change a School Culture

By reminding us to be kind, and challenging us to look at trust, forgiveness, integrity, hope, and compassion, John Hendry, and truly inspiration voice in Australian education, reminded us that our humanity is what defines us. As Director of Student Welfare in one of the biggest boarding schools in the southern hemisphere, John shared his views about forgiveness, mistake management and restorative justice. He has a message for all teachers: Don’t try to teach it if you don’t practice it. In everything you do, you are a role model.

Peace

As educators, we shared a few minutes of silent contemplation in memory of the students who died in their university in Kenya; we pondered the role of international schools as agents of peace throughout the world, and we were reminded that almost exactly 100 years ago, the region where we held this conference was ravaged by the horrors of war. It was apposite that this was not remembered by a documentary, or an official news report from the time, but by a poem: In Flanders Fields. Through creativity, we can speak to all of humanity, across all of time.

Creativity in Action

In addition to inspirational speaker from the world of education, we also got to listen to Jay Schuster, who works for Pixar, and has, amongst his many credits, the creation of Wall-E. He took us through the entire design process- four years! He reminded us that hard work and perseverance are the cornerstones of creative success. We saw him as a boy, and he shared some of his childhood artwork with us, reminding us that we have, in our schools, future designers, creators, thinkers and innovators.

Education is the key.

 

 

Joaca de-a cărțile

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Viaţa noastră este o poveste pe care o scriem în timp ce trăim. Vocea mamei spunându-ne o poveste, primele pagini cu personaje de poveste, prima relatare a unei poveşti din viaţa personală… Toate ne îndrumă spre ceea ce numim „Joaca de-a cărţile“.

În clasa I m-am întrebat: „Ce rezultate aş obţine cu un grup de copii (elevii mei), dacă în fiecare zi le-aş citi câte o poveste sau o poezie?” Aşa că le-am citit în fiecare zi şi am discutat, am trăit, am iubit fiecare poezie, fiecare personaj, fiecare poveste şi am învăţat câte ceva din ele. Elevii  şi-au dezvoltat abilitatea de a asculta cu atenţie, au înţeles că a citi expresiv nu este un moft şi  și-au imaginat adesea personaje de poveste!

În clasa a II-a m-am întrebat: „Ce ar scrie elevii mei, dacă ar avea posibilitatea să facă săptămânal acest exerciţiu de creaţie?” Astfel că am introdus Caietul de creaţie. La finalul clasei a II-a am adunat suficiente texte încât să avem prima noastră cărticică intitulată „Rânduri printre gânduri“.

În clasa a III-a m-am întrebat: „Cum ar arăta textele lor, subordonate unor teme date, evenimente din viaţă, pornite de la un cuvânt sau o imagine ?” Iată-ne cu a doua carte în mâini, „Toamna lui 400“. Următoarea carte este pe drum. Avem texte, idei și entuziasm să o ajutăm să ajungă pe hârtie.

În clasa a IV-a îmi doresc să răspundem la întrebarea: „A comunica eficient şi clar, ajută?” Cărţile citite şi textele create ne ajută să comunicăm eficient ceea ce gândim, ceea ce credem, ceea ce simţim? Vom ajunge şi acolo. Sunt sigură că şi următoarele cărţi vor bucura, vor arăta că şi copiii pot scrie povestioare, poezii, texte scurte.

Cărţile noastre sunt sincere, ne arată aşa cum suntem şi, mai ales, arată că învăţăm, creştem frumos, ne exprimăm îngrijit, ne imaginăm lumi şi personaje şi ne amuzăm deseori. Cred că în fiecare rând, în fiecare gând de-al lor se află o lume întreagă. Micile texte sunt un prim pas către un exerciţiu complex şi util: scoaterea la lumină a vieţii interioare ṣi, mai mult, schiţarea unor vise, reprezentând primii paṣi către crearea unei vieţi aṣa cum ṣi-o doresc!

Dacă sunt lucruri pe care nu reuṣesc să le comunice verbal, scrisul le vine în ajutor prin personajele create, prin dialogurile puse pe hârtie, întrucât copiii spun ceea ce gândesc și ceea ce simt. Ceea ce le place sau ceea ce le displace. Uneori este doar un exerciţiu de creaţie. O joacă.

Pentru că lumea cărţilor este foarte mare, joaca de-a cărţile devine şi ea importantă. Ştim toţi ce înseamnă să citim, să învăţăm din cărţi, să lăsăm grijile lumeşti la o parte şi să savurăm o poveste dintr-o carte.

Cred că această joacă este doar începutul. Fiecare moment, emoţie, gând, dorinţă, rezultat al muncii noastre poate ajunge pe hârtie şi îi poate încânta şi inspira pe cei de lângă noi.

 

Literature- why bother with it?

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Stories have played an important role in the development of human societies. The oral tradition exists in all cultures, and rhymes, songs and traditional stories have been passed down the generations throughout the whole of human civilisation.

Aside from the pleasure that a good story brings, there are sound pedagogical reasons for including stories in the 21st Century curriculum. In the English as a foreign/second language classroom, stories are recognized as a means of motivating children to an appreciation of the target language, but the question is this: in this world of easy-access, quick-thinking, fast-talking, risk-taking, on-the-spot decision-making, where do stories fit in? Our world is now one where everything and everyone is judged, quickly, and the click of a mouse. Do much loved and cherished stories still have a place in this world?

I argue that yes, the story is an important component in any curriculum, and that literature should be integrated into each and every year a child spends in school.

Whilst developing a love of reading is an important outcome of a literature programme, it is by no means the only way that literature enhances education. The pleasure that recreational reading can provide is just one of its hidden powers.

By reading, a child can visit places, meet new people and gain experiences. They can learn about the past, and in the present can learn about far-flung places. They can also learn about the future, as I did as a child with a father who was an avid reader of science fiction. (I am still waiting for the hover-cars and silver jump-suits, by the way!) Common goals and human feelings are found regardless of time and space, and literature enables readers to experience the lives of others.

Good literature also exposes children to standard grammar structures and a wide vocabulary. Second language English learners improve their English almost effortlessly by being read to, and reading for themselves, benefitting from the rich vocabulary that is woven into stories and poems.

Thinking skills are developed through reading, too. Discussions about literature bring out reasoning related to sequence; cause and effect; character motivation; predictions; visualization of actions, characters and settings; critical analysis of plot and creative responses. This is not just a part of more advanced study, but can be a part of very early learning.

Hearing a story read aloud hones listening skills, and discussion allows children to express their thoughts, feelings and reactions. When students read literature, they are practicing their comprehension skills in meaningful situations. Young writers are able to use different genres of writing as models for their own work, and literature can be a springboard for drama.

By finding out about the problems of others in books, children can receive valuable insights into dealing with their own problems. This process is called bibliotherapy. Children can also gain self-esteem by seeing characters who deal with things that they themselves are facing, and learn to empathise with others whose experiences are far beyond their own lives.

It is not just highbrow, advanced literature which benefits children; there are many superb picture books available which develop not only the story, but the child’s visual literacy. Pictures can convey meaning but also open up new opportunities for interpreting a story. Literature can supplement the entire curriculum. Instead of relying on textbooks, there are many fabulous, brightly illustrated books available which inspire children to find out more about a subject.

Finally, literature improves reading ability and attitudes. Scholarly research confirms this. For example, Block, Reed and deTuncq (2003) indicated that 20 minutes of general reading per day increased reading ability, attitude to reading and reading rate in children in primary and middle-school children.

It is important that children read the literature of their mother- tongue, but English literature can be the key to successful learning in a bilingual environment. English literature is rich, ancient and benefits from being part if a world family of language development. English writers from Africa, the Americas, Asia and Oceania all contribute to the literary canon that started life in the British Isles with Beowulf, which was written in the language which pre-dates modern English, in the 7th or 8th centuries.

If you would like to find out more about English literary heritage, here is a link which will take you through over 1000 years of its life, from Beowulf to the 19th century:

http://www.gutenberg.org/files/10609/10609-h/10609-h.htm

Avenor College, a Cambridge International School

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One Cambridge or many ‘Cambridges’?

As I am sure you are all aware, Avenor College became a Cambridge International School last month, having gone through a successful approval process which culminated in our being Registered with Cambridge International Examinations. As we have been running Cambridge English examinations for several years at Avenor College, some might ask, what is new here?

To explain; there is more than one ‘Cambridge’, but they are all part of Cambridge University.

Cambridge University is ranked amongst the top universities in the world, and is one of the world’s oldest universities. There is evidence that learning was taking place there in the Middle Ages because by 1226 the scholars were numerous enough to have set up an organisation, represented a Chancellor, arranging regular courses of study. The number of scholars grew, and King Henry III took them under his protection in 1231. Students flocked to Cambridge, and the University thrived as an independent body. The university we see today in Cambridge has a rich history, and as it grew, so did the family tree. The University has 31 colleges and numerous famous alumni, including many British Prime Ministers and International Heads of State, great writers, scientists, actors and musicians, architects and artists. Sir Isaac Newton was educated at, and became a fellow of, Trinity College Cambridge.

In addition, the University has a Publishing House and an Examinations and Assessment Section.

Henry VIII is probably most famous for his six wives, but he also granted the patent rights to Cambridge University Press (CUP) in 1534, thus creating the world’s oldest publishing house.   Many of the books we will use in our High School will be published by CUP. My daughter is a student in Cambridge, and I visited the CUP bookshop when I was there earlier this year. I am the sort of person who enjoys spending holiday time browsing bookshops!inline blog picture

Cambridge Assessment is a younger cousin to CUP, having been established just over 150 years ago. This part of the family can be described as having three ‘sisters’. OCR was founded in 1998, but started life as The University of Cambridge Local Examinations Syndicate (UCLES) in 1858. This is one of the major examination bodies in England. Then, we have the two younger sisters, Cambridge English Language Assessment, and Cambridge International Examinations.

Avenor College is part of a global network of 56,000 preparation centres for English Language Assessment. Cambridge English Examinations are accepted as proof of English language competence the world over, and are recognized by Anglophone countries for immigration purposes. We are also now one of over 10,000 schools in the world who are a part of Cambridge International Examinations. These examinations are respected by leading universities worldwide because they are academically rigorous, and set the global standard for international education.

We are really proud to be a part of all of this and our High School students will have the security of knowing that the examinations they will work towards are world class. I hope that this brief explanation of the different ‘Cambridges’ is useful. If you would like to find out more about Cambridge University, Cambridge University Press, Cambridge English Language Assessment or Cambridge International Examinations, here are the links:

Cambridge University:                                http://www.cam.ac.uk/

Cambridge University Press:                        http://www.cambridge.org/

Cambridge Assessment:                http://www.cambridgeassessment.org.uk/

Cambridge English Language Assessment: http://www.cambridgeenglish.org/

Cambridge International Examinations: http://www.cie.org.uk

Tabăra de muzică “Urmează-ți pasiunea!”

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Începutul lunii noiembrie a adus pentru câțiva dintre elevi de la Avenor College oportunitatea de a participa în tabăra de muzică „Urmează-ți Pasiunea”, organizată cu sprijinul Str. Pogo Music School, la „Casa Bunicii” din Predeal.

Urmând deviza taberei, „Învățăm, cântăm și Pasiunea ne-o urmăm!”, copiii de la Avenor, dornici să învețe lucruri noi și să își aprofundeze cunoștințele muzicale, au descoperit tainele unor instrumente, precum chitară acustică sau electrică, percuție și nu în ultimul rând, vocea. Copiii au fost plăcut surpinși să descopere că la pian pot cânta nu numai muzică clasică, ci și pop, rock sau jazz.

Ne bucură foarte mult atunci când copiii noștri au ocazia să experimenteze și să facă cu pasiune ceea ce le place. Așteptăm cu nerăbdare organizarea următoarei tabere de muzică.

Și pentru că fotografiile vorbesc mult mai bine despre bucuria de a canta și de a face lucruri împreună, vă invităm să ‘răsfoiți’ albumul de fotografii aici.

tabara de muzica

High School – a profoundly important part of life

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There is a reason that there are so many movies, television series and books about High School- it is a profoundly important part of life. Between the ages of 14 and 18, children become young adults; they change physically, emotionally and intellectually. The beginning of High School is a transition from one kind of school to another, but the end is a transition into the world.

Whilst we have limited memories from early childhood, we can all remember specific things from our time at High School. Many of these memories will be to do with special events: trips, plays, competitions; or to do with academic achievement; but most of our memories will be connected with our emotions. I have a memory of a great teacher and it is no exaggeration to say that this person changed my life, by enabling me to believe in myself and achieve my potential. However, I also remember times when I found something difficult, and when the challenges I encountered seemed insurmountable. But, to be honest, the things I remember best are to do with my friends- the good times and the bad.

At Avenor College High School, we will have the privilege of spending these four crucial years with our students. In keeping with the Avenor philosophy, we will ensure that each unique person is valued, and given the opportunity to achieve in their field of endeavour.

We have chosen Cambridge International Examinations for our High School curriculum because the curriculum is broad and balanced, comprising Sciences, Mathematics, Languages and Humanities; enabling students to prepare for applications to universities in Romania and Internationally. Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds. Cambridge Advanced is the final stage, consisting of two stages: Cambridge International AS and A Level. Recognised by leading universities and employers worldwide, these qualifications are an international passport to progression and success.

My experience with these examinations has convinced me that they are one of the best ways to educate students of this age. In addition to being a teacher, I am also a parent of three adult children who have IGCSEs and A levels, which they worked for in international schools. Having seen their progress through these examinations into university and the world of work, I can say with all sincerity that new parents embarking on this journey will not be disappointed by the structure, content or assessment of Cambridge International Examinations.

However, our High School will be so much more than a place where students prepare for academic examinations. We want to see great results in Maths, English, Science, History and ICT, but students at our High School will also take part in an entrepreneurial project as part of the Enterprise IGCSE. They will actually set up and run a real business. In addition, they will: have the opportunity to participate in national and international events and competitions in partnership with other schools and organisations in Bucharest and worldwide; supplement their academic studies with extracurricular clubs (sports, debate, arts); research real-life issues as part of the Global Perspectives IGCSE; develop life-skills by participating in voluntary activities and last but not least they will make friendships and enjoy spending time with their fellow students during break times and beyond school.

All of our students will be guided towards their own best path. We will care for them and support them. We will not shy away from controversial issues which affect young people in today’s world and we will educate them to make good choices and to be good citizens.

I am looking forward with anticipation for our High School to open its doors.

Denise Trickett

Head of High School

Orele de științe, metodă de învățare experiențială

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Cum ar fi viața noastră dacă nu am fi din când în când mici savanți care se întreabă de ce și cum se petrec anumite fenomene? Probabil că am rămâne undeva închiși într-un spațiu mic al nostru. De aceea, din dorința de a explora, în cadrul orelor de știință scoatem la lumină explicații pentru multe curiozități de-ale micilor noștri cercetători.

Voi începe prin a vă întreba și pe voi dragi cititori, Știați că?

Aburii care ies dintr-un pahar în care fierbe apă colorată sunt și ei colorați? Dacă da, atunci hai să-i prindem cu un pahar răcit și să rostim formula științifică CONDENSARE ca să vedem dacă picăturile formate vor fi și ele colorate. Astfel, am aflat că putem separa apa de colorant și că obținem prin distilare apă pură.

Cum poți obține sare cu ajutorul focului? Noi am pus apă sărată la fiert într-o cutie Petri; după 5 minute ea s-a evaporate, iar la baza cutiei au rămas cristale albe de sare. Așa am aflat ce este cristalizarea.

Dar și mai important este că ne-am dat seama că aceste procese sunt legate între ele de o prietenie foarte strânsă.

Copiii au descoperit toate aceste lucruri în cadrul lecției de Cunoaștere a mediului la clasele a III-a (co-teaching profesorul de biologie împreuna cu doamnele învățătoare), unde au realizat mai multe experimente prin care au observat diferite procese fizico-chimice legate de stările de agregare: transformări solid-lichid-gazos și diferite procese de separare (decantarea, filtrarea și cristalizarea). Pentru a observa toate aceste fenomene, elevii au folosit materiale și substanțe aflate la îndemână prin casă: cafea, mălai, făină, ulei, nisip, sare de bucătărie și oțet.

În cadrul clubului Discovery, elevii au abordat două subiecte pe cât de interesante, pe atât de fascinante: povestea unei reacții Redox-Mirajul culorii și densitatea lichidelor.

Mirajul culorii l-au descoperit cu ajutorul reacției Redox unde de la violet au trecut prin verde, au ajuns la galben și au sfârșit ajungând fără….nici o culoare. Vreți să știți cum este posibil? Acest lucru se produce când o soluție de permanganat de potasiu intră în contact cu o soluție de hidroxid de sodiu și glucoză. Efectul este spectaculos. În decurs de 1 minut elevii au observat virajul culorii soluției de permanganat.

Știați că apa se poate separa în două? Probabil că vă întrebați cum se poate face asta. Într-o eprubetă cu apă foarte sărată am pus cu grijă apă dulce. Cele două s-au separat datorită densității lor în două straturi. Apoi am aflat că același lucru se întâmplă și cu apa din Marea Neagră. Și aici există 2 straturi de apă: unul cu apă puțin sărată până la adâncimea de 180 – 200m, iar altu,l aflat mai jos, cu apă foarte sărată. Ele nu se amestecă din cauza densității diferite și a lipsei de curenți verticali din Marea Neagră.

Vreți să știți cum se poate modifica densitatea apei prin încălzire? Noi am luat două pahare erlenmeyer pe care le-am umplut până sus cu apă caldă iar altul cu apă rece de la robinet. Apoi le-am colorat cu albastru de metilen respectiv, carmin. Am răsturnat apoi paharul cu apă caldă peste cel cu apă rece şi am observat că cele 2 soluţii nu se amestecă deoarece apa caldă este mai puţin densă şi deci mai uşoară. Dacă cele 2 pahare se inversează iar apa rece stă deasupra, atunci soluţiile nu se mai păstrează ca atare şi culorile albastru şi roşu se amestecă. Acelaşi principiu se întâlneşte şi la baloanele cu aer cald.

Pe data viitoare! Până atunci, dragi copii, nu încercați aceste experimente singuri acasa!

Primele 400 zile de școală

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Timpul este prietenul omului atunci când este tratat cu respect şi bucurie!
Noi am ales să petrecem ÎMPREUNĂ timp de cea mai buna calitate, să fim conştienti cum creştem, să ne asumăm propriul drum şi cu hărnicie să facem tot ce putem mai bine şi mai frumos.

La fiecare sută de zile împlinite, ne oprim niţel şi ne gândim la ce am realizat, la ce am putea face mai bine, la ceea ce admirăm şi la ceea ce ne bucură foarte mult. Fişa de reflecţie completată responsabil de copii este mai mult decât un jurnal al ultimelor 100 de zile trecute. Este o dovadă a trăirilor, a emoţiilor, a lucrurilor care au rămas întipărite în mintea lor, în viaţa lor. Învăţ mereu citind fişele lor de reflecţie. Poate ar fi frumos şi interesant ca şi în familie, părinţi şi copii, să îşi acorde acest timp pentru a reflecta la cum trece timpul în viaţa lor şi la ce anume îi face unici, frumoşi, talentaţi.

Astfel, am ajuns la primele 400 de zile de şcoală din viaţa noastră şi credem că ÎMPREUNĂ reuşim să trăim timpul cu mult folos: copii, părinţi, profesori.

Văzându-i pe copiii cum cresc, am realizat din nou că timpul capătă valoarea pe care noi i-o dăm. Nici mai mult, nici mai puţin. Îmi place să văd că reuşim, zi de zi, să respirăm în acelaşi ritm, că aplaudăm bucuriile, că ne oprim atunci când ceva nu înţelegem, că întrebăm, că ne jucăm, ne corectăm greşelile, că suntem atenţi la oamenii din jurul nostru.

Din prima zi de şcoală pâna acum am fost între elevii mei şi i-am îndrumat cu răbdare şi speranţă. Fiecare sută de zile adunate ne-a învăţat să construim povestea noastră.

La 100 de zile am arătat ce colecţii avem în viaţă, la 200 de zile am împărtăşit cu colegii din aceeași generație preferinţe în învăţare şi talente, la 300 de zile de şcoală am colaborat cu clasele mai mari, făcând ore împreună.

La 400 de zile de şcoală suntem personaje de poveste într-o poveste creată de noi sau una deja cunoscută. E o sărbătoare de fiecare dată! Ne oprim o zi şi cântărim drumul parcurs, progresul realizat, efortul depus; ne bucurăm că suntem ÎMPREUNA, că învăţăm unii de la alţii şi că suntem prieteni.

Back to School – New Beginnings

Posted on by Avenor College

As teachers, we measure our years not from the beginning of January, but from the start of a new school year in September. We make our plans, and ready ourselves for that all important first day. In fact, we do this ‘first day’ so often in our careers that sometimes we need to stop, and think about what a ‘first day’ really means for our children.
We will teach our grades and subjects many times in a long career, but you know what? Our children only pass by one time. They are only 6 years old once. They are only in 4th Grade once. They only have one shot at being 8th Graders.

It is a pleasure and a privilege to be a part of all of those ‘first times’, and the challenge for us is to keep fresh, keep learning and keep loving our wonderful job. As a parent as well as a teacher, I feel that it is vitally important for us all to work together for the best outcomes for the children in our care.

I came across a great book recently, which those of you with younger children might like to take a look at. It is called “Einstein never used flashcards” (Einstein Never Used Flashcards: How Our Children Really Learn – and Why They Need to Play More and Memorize Less by Kathy Hirsh-Pasek, Ph.D. & Roberta Michnick Golinkoff, Ph.D.)

The reason I recommend this book is because it emphasizes the importance of PLAY! This book will help you realize what is truly important: children do not learn from boring drill-and-kill experiences. They learn from play and enjoyable reading. On that note, there are some fabulous children’s’ books out there, and our Scholastic Bookclub is a great place to start with enjoyable reading.

I would love to advise you about book choices, but there really are just so many books out there that it is hard to choose. Next time, we’ll delve into the wonderful world of children’s literature.