News

Education News & Resources

What’s on this page?

• How To Be A Good Sports Parent
• Accreditation—Findings from Visiting Committee
• Dealing With Scary News: The wise words of Fred Rogers are not just for kids
• Chores and Children
• R-E-S-P-E-C-T: Find out what it means
• Physical Activity and Eating Well
• Children and Food
• Getting Enough Calcium
• The Math Path
• Catching Enough zzzzz's
• Give Kids A Life-Saving Boost
• Infant Seats
• Convertible Seats
• Combination Seats
• Booster Seats
• Skin Cancer
• Accreditation —what, when and how?
• Bilingual education
• Helping our children cope with the events of Sept. 11
• Cooperative learning in our classrooms
• Your home as a classroom
• Building rapport with teachers

How to be a Good Sports Parent
As school opens, so begins the challenge of balancing school and sports.

Sports activities for children need to be a learning experience and enjoyable activities for both parents and students. However, recent academic studies and media attention, have been directed toward the issues of parents becoming too involved and vocal at their children’s sporting events, creating unnecessary stress.

How do parents encourage their kids without sending the wrong message? Here are some tips from Sports Done Right to get parents started:

1. Encourage your child, regardless of his or her degree of success or level of skill.
2. Ensure a balance in your student athlete’s life, encouraging participation in multiple sports and activities while placing academics first.
3. Emphasize enjoyment, development of skills and team play as the cornerstones of you child’s early sports experiences, while reserving serious completion for the varsity level.
4. Leave coaching to coaches and avoid placing too much pressure on your child about playing time and performance.
5. Be realistic about your child’s future in sports, recognizing that only a select few earn a college scholarship, compete in the Olympics, or sign a professional contract.
6. Don’t “overdose” your child with sports or other extracurricular activities. Find out what he or she likes and support him or her in those activities.
7. Be there when your child looks to the sidelines for a positive role model.

For more information about the Sports Done Right initiative, log on to www.sportsdonerightmaine.org on the web.

Accreditation Report: Findings From the Visiting Committee
We are especially excited this year to announce that our elementary school was designated a Candidate for Accreditation by the Western Association of Schools and Colleges (WASC).

Principal, faculty, staff, Education Committee, Finance Committee, PTO and volunteers have worked hard during the last 18 months to ensure this positive result.

In their Visiting Committee Report, WASC members Mr. Donald A. Duncan and Dr. Louis S. Joseph, commended the school, faculty and students. Their report and findings included the following,

"The committee commends:

Students do well and compete with the public schools;
[The school’s] mission to keep the Armenian heritage;
The developing of good American-Armenian students.”

The committee visited each classroom and inspected the campus from restrooms to the kitchen in church hall. Their report concluded that: “The physical facilities are excellent. There is a library [and] availability of computers. They appreciate what they have.”

The report also specifically mentioned the school’s library and earthquake and emergency preparedness program as an important part of each student’s registration.

The Candidacy for Accreditation marks a new era in Ari Guiragos Minassian School’s history. It has given the school an opportunity to be reviewed by objective observers who will make recommendations for continued success and improvement.

The administrative staff, faculty and support committees are pleased to welcome our new and returning students and parents. We hope that this Candidacy status confirms your confidence in our school.

Back to Top

Dealing With Scary News: The wise words of Fred Rogers are not just for kids

The recent death of Fred Rogers, the creator and host of “Mr. Rogers’ Neighborhood,” (a program many adults and children grew up with), has lead many people to re-visit the program that he made famous.

Through his gentle and gentlemanly ways, Mr. Rogers taught children how to deal with growing up and the everchanging facets of their lives. Many parents watched the program, too, and were able to expand upon the presented ideas and themes at home with their children.

The world is a scary enough place as it is for children and recent local, national and international developments (from child abductions to war) creep into our children’s psyches and disturb them even further. Read on to see the suggestions that the beloved Mr. Rogers gave to parents to deal with scary news with their children.

Helping Children Deal With Scary News: Thoughts from Fred Rogers for Parents, Caregivers and Teachers

Every day we think of those of you who grew up watching “the Neighborhood.” During these troubling times, we’d like to offer some additional thoughts that may be of help to you and the children in your care.

Talking about our fears can often help make them less frightening. Our mission has always been to help families grow in healthy, nurturing ways, and now more than ever we hope our messages can be of service to you.

When children mention something frightening, find out what they know about it. (Their fantasies are often very different from the actual truth!) Listening carefully and respecting their concerns can assure them that they can talk about anything with you.
Somewhere deep inside each one of us is a longing to know that all will be well. Our children need to hear from us adults that we will do everything we can to keep them safe and to help them grow in this world.
When Fred Rogers was a boy and would see scary things on the news, his mother would say to him, “Look for the helpers. You will always find people who are helping.”
You parents and care givers are of prime importance in your child’s life — what you do, think and say are powerful influences on the children in your care. By helping them find healthy ways of dealing with their feelings… ways that don’t hurt them or anyone else, you’re helping to make our world a better, safer place.

Back to Top

Chores and Children

Being responsible for specific chores around the house can be very important to children’s development.

Many parents don’t realize just how many chores most elementary students are perfectly capable of doing. Here is a list of what parents can reasonably expect from their children.

Set their own alarms to get up on time in the morning.
Make their beds and change bed sheets.
Load and empty the dishwasher.
Fold clothes from the dryer.
Fix snacks.
Read to a younger brother or sister.
Take the trash out.

Make sure to assign chores that will be manageable for your child. Chores that are too advanced or dangerous can set your child up for failure.

Assigning your children appropriate chores can teach them responsibility, gratitude and self-discipline. It will also reinforce the idea that each family member plays an important role in the family and makes a valuable contribution at home.

Back to Top

R-E-S-P-E-C-T: Find Out What It Means

You can help your child learn to show respect for him- or herself and others. How? One way is to explore the difference between respectful and disrespectful behavior.

• Words. Let your child know that using respectful language will often cause other people to respond positively. For example:

Disrespectful — “You stole my pencil.” “Give me the milk.” “It’s not your turn.”

Respectful — “Please don’t take my pencil without asking me first.” “Would you please pass the milk?” “I think it’s my turn now.”

• Actions. Explain that if your youngster treats others with respect, chances are they will act the same way toward him.

Disrespectful — Kicking the back of a classmate’s chair, interrupting while someone else is speaking, throwing down a bat after striking out.

Respectful — Keeping your feet on the floor, waiting until the other person stops talking, calmly passing the bat to the next batter.

• Thoughts. Encourage your child to think respectful thoughts. They can help him feel better about himself and others.

Disrespectful — “She looks so ugly in that color.” “He always messes up.” “I’m better than they are.”

Respectful — “The red shirt looks better on her than the yellow one.” “Everyone makes mistakes.” “We’re all good at different things.”

Back to Top

Physical Activity & Eating Well: Physical Activity

Children who enjoy physical activity early in life are more likely to become active and healthy adults. Our own children will follow our example. Children love to hop, skip, jump and run. They are exploring their own physical abilities. They need our praise and encouragement and safe places to play.

Find activities that you and your children can do together, such as walking, hiking, swimming or dancing. And take time to relax together—sit quietly, pray, meditate or listen to music.

Children and Food

Children’s appetites vary. One child might eat a lot more than another, and your child might eat a lot one day and less the next. Research shows that children naturally eat what they need as long as they are offered healthy choices.

Make mealtime relaxed and pleasurable. Encourage your child but don’t force her to eat. And don’t withhold food as a punishment or use it as a reward. It’s best to avoid disciplining your child at mealtime.

Getting Enough Calcium

We all need calcium in our diets, especially pregnant and breast-feeding women and children. Calcium helps children’s bones and teeth grow. It also helps prevent osteoporosis or weakened bones later in life. Try calcium-rich foods such as milk products, meats, canned fish with bones (such as sardines and salmon), beans, tofu, broccoli and dark-green leafy vegetables. Calcium-enriched orange juice is also a good choice. If you can’t get enough calcium in foods, talk with your doctor about calcium supplements.

Back to Top

The Math Path

Whether children dream of being astronauts, zoologists, carpenters, doctors or day-care providers, they will need math to succeed. What can you do today to prepare your child for the future? Try these tips to lead them down the path to math.

• Boost awareness. Tying math to real life can spark your child’s interest. Examples: At the store, calculate the price per pound of a favorite food. At the gas station, figure out how many miles per gallon the car gets. In the kitchen, estimate the volume of milk in a glass.

• Make progress. Math lessons often build on one another. If your youngster gets stuck on a concept, encourage her or him to ask the teacher to go over it again. She or he can also save corrected homework to review missed problems.

• Stay positive and alleviate anxiety. A parent’s attitude toward a school subject often shapes a child’s opinion. Avoid saying discouraging things, such as “Math is so difficult,” or “I was never good at math when I was in school.”

Back to Top

Catching Enough Zzzzzzs!

Getting enough sleep is critical to a child’s success in school. The National Center on Sleep Disorders Research finds that children need at least nine hours of sleep per night. Younger children (under the age of 10) may need more, up to 11 hours per night.

A tired child has problems with concentration and may be irritable. He or she also may be more susceptible to colds and infections. A way to tell if your child is getting enough sleep is to monitor how difficult he or she is to wake each morning. Try moving bed time up in 15-minute increments and see if it is easier to wake your child up.

Here are a few suggestions for getting those hours in:

Set a regular bed time each night and stick to it.
Establish a relaxing bed time routine such as a warm bath and reading a story together.
Keep after-dinner play time low key. Too much exercise can keep kids awake.
Set the bedroom temperature so it’s not too hot and not too cold.
Keep noise level low.

Back to Top

Give Kids A Life-Saving Boost

The lives of many California youngsters could be saved if parents begin complying now with a new state law requiring that children who have outgrown child safety seats ride in booster seats.

Beginning January 1, 2002, California law will require that all children ride in a child passenger restraint system until they are at least age 6 years or 60 pounds.

Key points of the California car seat law are as follows:

Infant Seats

Newborn to 20-22 lbs
Rear facing until at least 1 year of age and over 20 pounds

Convertible Seats

Rear facing to 20-35 lbs
Check seat instruction for upper rear facing weight
Rear facing until at least one year of age and over 20 pounds (with new higher rear weights keep your child rear facing as long as possible)
Converts to forward facing up to 40 pounds

Combination Seats

Forward facing only
For older children — harness to 40 pounds
Can be converted to a belt-positioning booster after the child reaches 40 pounds

Booster Seats

Children over 40 pounds
Used with a car’s lap/shoulder belt system
Upper weight on most boosters is 80 pounds.

Car seat belts are designed for adults. On a small child, without a booster seat, the adult lap belt rides up over the stomach and the shoulder belt cuts across the child’s neck. In a crash, this can cause serious or even fatal injuries. In a rollover accident, a small child may be ejected when a seat belt is the only restraint system used. A booster seat can increase your child’s level of safety and is not difficult to install, but must be done correctly if the child is to be protected. A booster seat needs to be positioned so that the lap/shoulder belt rides on the bony areas of the shoulders and hips.

Does Your Child Need a Booster Seat?

Did you know most children need boosters from about age 4 to at least age 8? If your child is not riding in a booster, try this 5-Step Test:

Does the child sit all the way back against the auto seat?
Do the child’s knees bend comfortably at the edge of the auto seat?
Is the lap belt below the tummy, touching the thighs?
Is the shoulder belt centered on the shoulder and chest?
Can the child stay seated like this for the whole trip?

If you answered “no” to any of these questions, your child needs a booster seat to ride safely in the car.

Information provided by SafetyBeltSafe U.S.A. and the Automobile Club of Southern California.

Back to Top

Skin Cancer: Prevention Starts During Childhood

In what seems to be a startling trend for doctors, more and more teens and young adults in their 20s are being diagnosed with various forms of skin cancer —an indication of serious health problems for those affected as they age.

Sun exposure is the main known risk factor for skin cancer development. The sun’s ultraviolet A and B rays (UVA and UVB) damage skin. As a matter of fact, a sun burn or tan — the skin’s reaction to sun — is actually the skin’s way of protecting itself from the affects of the sun. The risk of developing melanoma (the deadliest form of skin cancer) goes up in relation to the number of sunburns in childhood or adolescence, according to the Centers for Disease Control and Prevention.

Melanoma now ranks as the most common cancer among people age 25 to 29. From the mid-1970s to the late 1990s, melanoma rates rose 60.5% among women age 15 to 29, according to figures from the American Cancer Society. Among men in the same age group, the rate rose 26.7% in that period.

Although anyone can get skin cancer, the risk is greatest for people who have fair skin that freckles easily — often those with red or blond hair and blue or light-colored eyes — as well as those with a family history of skin cancer.

Children need to learn to start taking care of their skin from infancy. Preventing overexposure to the sun’s UV rays is especially important for children and teens because about 80% or the average person’s lifetime exposure happens before 18. With the hot summer months approaching and many of us enjoying more time in the sun, it is vital that we learn to make skin care part of their every day routine.

The key is to avoid being in the sun or using sunlamps. If you’re going to be in the sun for any length of time, wear clothes made from tight-woven cloth so the sun’s rays can not get through to your skin. Wear a wide-brimmed hat to protect your face, neck and ears.

Remember that clouds and water won’t protect you; 60% to 80% of the sun’s rays can get through clouds and can reach swimmers at least one foot below the surface of the water. The sun’s rays can also reflect off of water, snow and white sand.

Use waterproof sunscreen with an sun protection factor (SPF) of 15 or more, especially on the face, neck and tops of the ears. Put more on every hour if you’re sweating or swimming.

(Information for this article was compiled from the American Cancer Society, National Cancer Institute, Centers for Disease Control and the Los Angeles Times.)

Back to Top

Accreditation for Ari Guiragos Minassian School

We are pleased to announce that our elementary school was Accredited by the Western Association of Schools and Colleges (WASC) in May 2005.

What is Accreditation?
Accreditation is applicable to both public and private schools but is not required by law for a school to operate. WASC is not governed by state or federal guidelines although many state, federal and private agencies require schools to have accreditation before applying for grants or other financial aid. Schools need to be in existence for at least six to 10 years before applying for accreditation and must show financial strength for continued operation. The full process can take several years.

Accreditation supports a school in its endeavor to provide a quality educational experience for all students. The accreditation process engages a school (and its district) in assessment, planning and implementation. As a result of this process, schools develop and refine long-range and short-range goals.

How Does it Work?
A school must apply to be determined if it is eligible for accreditation consideration. Following the initial application, a second, more detailed application must be submitted. This application includes student demographics, school financial reports, curriculum samples, names and credentials of faculty members, a detailed history of the school and its mission for the future. We submitted the second application in the fall of 2001.

Once the second application is accepted, members of WASC visit the school for a review. The visiting committee presents a report of its findings to the Accrediting Commission for Schools who will act upon the application. If the decision is favorable, a school will be granted a term of "candidacy" or "interim accreditation" not to exceed three years. Normally at this time, a school will be assigned a "self-study" that must be completed by its third year of candidacy. The entire staff and representatives of the student body and community are involved in the self-study. Once the self-study is complete, a school will be visited again for another review and granted full accreditation status.

Back to Top

Advantages of Bilingualism
Many studies have been done on bilingualism. In recent years, research indicates that bilingualism and cognitive development are positively related. One of A.G. Minassian’s more important educational features is the bilingual aspect of the curriculum

Read on to find out more about the advantages of bilingualism.

"Most researchers believe that knowing two languages and perspectives give bilingual children a more diversified and flexible basis for cognition than their monolingual peers have." (Latham)

Learning two languages well "gives rise to mental flexibility, a superiority in concept formation, and a more diversified set of mental abilities." (Cataldi)

"Within families who encouraged and embraced bilingualism ... it was found that bilingualism positively influenced cognitive development." (D’Acierno)

The quotes above were taken from an article titled "The Advantages of Bilingualism," published in the Association for Supervision and Curriculum Development. If you would like a copy of the article, it is available at the school office.

Addendum:
In March of 2000, U.S. Education Secretary Richard Riley called for public school districts to create 1,000 new dual-language schools in the next five years. The schools would instruct children in English and in a native language. "If we see to it that immigrants and their children can speak only English and nothing more, then we will have missed one of the greatest opportunities of this century," Riley said. "It is high time we begin to treat language skills as the asset they are." Riley said that dual-language instruction has proved to help children do better academically as well as promote the bilingualism all students will need in a global economy.

Back to Top

Helpful Hints for Healing
The recent terrorist attack on America has captured the attention of the nation, and it should. Children, however, have a hard time putting these emotionally charged events into perspective. With our country’s response to these attacks and uncertain possibilities of further terrorist retaliations, children will need the help of all adults around them. The Ari Guiragos Minassian Education Committee has compiled some information from various resources on how to help children deal with stressful situations. Please do not hesitate to express your concern regarding this matter to the school’s principal, your child’s teacher or our Der Hayr for further assistance in helping you and your child cope during this difficult time. We hope this information will be helpful to you and your family.

General Information
Experts suggest that children, especially those under age 6, not be exposed to television coverage of the attacks and that viewing time for older children should be limited. If you see that your child is overly concerned about the violent acts that have happened, please be patient. Children react to stressful situations in various ways, including exhibiting regressive behavior (thumb sucking and bed wetting), being unusually aggressive and reckless, or being "clingy" with their parents and afraid to be left alone.

What You Can Do
How you respond to a child depends on the child’s developmental level, prior experiences of stress, and available support systems. Below are general guidelines to help manage the confused feelings our children may experience during times when we are overwhelmed by events that are out of our control.

1. Listen to your child.
Kids need to know that what they are feeling is okay. Make sure your child knows that:
• "It’s okay to feel sad."
• "It’s okay to feel anger."
• "It’s okay to feel fear."
2. Reassure your child.
• Remind your child that he or she is safe and loved.• Remember that "touch" is important. Hugging your child can be very reassuring.
• Tell your child, "You are okay."
• Let your child know that their feelings are normal in response to an abnormal behavior.
• Tell your child, "No matter what happens, I will love you."
• Be honest when you answer a child’s questions, but don’t offer more than the child asks.
3. Tips to help.

• Calmly express your emotions. Remember that a composed demeanor will provide a greater sense of security for your child.
• When talking to other adults about unpleasant things (including your own fears), make sure your children cannot hear you.
• Limit the amount of television your child watches. If older children are watching the news, be sure to watch with them.
• Keep as normal a routine as possible.

How kids cope and what you can do to help

• During hard times, kids show their feelings in different ways. Keep in mind that kids cope by playing. Let your child play!

• In the days ahead, your child might worry, cry, cling to you, have nightmares, or talk about the disaster over and over. Many children do not want to be alone and are overly concerned about where their parents are. These are normal reactions to an event that is not normal.

• It is possible that children may "re-enact" all or part of the disaster. Although excessive re-enactment of a traumatic experience may be a warning sign, this behavior is an appropriate form of expression of emotions in moderation. If your child has not returned to normal behavior within a few weeks, you may want to consult with your child’s doctor.

• Encourage your child to express his or her feelings by drawing pictures, writing in diaries and journals.

• Children can regain their sense of power and security if they are helping in some way. This can even include writing letters to those directly affected by the tragedy, participating in group and/or community activities, or going to church. Let your child take action! Children who know that they (along with their parents and caregivers) are taking action to make a difference feel hopeful, safer and more positive about the future. n

Sources: Children’s Hospital of Orange County, American Red Cross, Employee Support Systems Company

Back to Top

What Is Cooperative Learning?
Cooperative learning is an instructional technique that uses students’ own conversation as a vehicle for learning.

Research has shown that cooperative learning improves students’ academic achievement, social skills and self-esteem. In teaching the language arts, cooperative learning groups provide a contact and community for students who are listening and talking to one another in authentic communication with a real audience and a real purpose. The teacher functions as an organizer and facilitator rather than a dispenser of information. In this way, cooperative learning groups reflect a student- and response-centered approach to teaching language arts.

Cooperative learning has five components:

1. Positive interdependence: The group must work together to earn recognition or reward.
2. Face-to-face promotive interaction: Students offer each other genuine communicative practice, including negotiating meaning.
3. Individual accountability: The group’s success depends on the learning of each individual.
4. Interpersonal and small-group skills: Students get to know and trust one another, communicating accurately and unambiguously.
5. Group-processing skills: Group members must accept and support one another, resolving conflicts constructively.

Cooperative learning techniques are used in a lot of the classrooms at A.G. Minassian.

"I use cooperative or group learning because it helps the students grasp the information better. Through ‘peer learning’ students help one another by explaining the information in their own words," said Tamar Kataroyan, 3rd grade teacher. "Working in a group creates closer relationships among the students. It forces them to work with one another and compromise any conflicts that may arise."

"Cooperative learning activities promote participation and divergent thinking and enhance students’ understanding of text material and subject," said Nairy Balian, 5th grade teacher. "Students give and receive feedback, demonstrate and learn team building skills in correlation with their everyday curriculum."

Back to Top

Turn Your Home Into A Classroom

Your home can be one of the best classrooms for kids. Children spend only a few hours a day, five days a week in school. But the rest of the time they learn in the home. So make the most of your home and turn it into a learning environment. Here are some suggestions.

1. Dedicate open space in the backyard. Make it a place where they can move and participate in vigorous exercise.

2. Provide a quiet space. This is particularly important for children with siblings. Provide a quiet space where a child can go for privacy and daydreaming.

3. Dedicate space that caters to a child’s specialty. If he likes to paint, give him a designated space to work on his art. If she likes science, set aside space where she can experiment.

Back to Top

Build Rapport with Your Child’s Teacher

Your child’s relationship with his or her teacher can make the difference between an enjoyable, successful school year and a miserable one. Parents and educators offer the following tips for maintaining a constructive rapport with your child’s teacher.

• View education as a partnership: Don’t expect your teacher to bear the entire burden of teaching your child. Get involved. Ask what you can do to help.

• Talk to the teacher: Always make an appointment to see the teacher, rather than stopping him or her in the hall. Be considerate of the teacher’s time. If a face-to-face meeting isn’t required, try sending a note to school.

• Share information: Keep the teacher apprised if something is going on in your child’s life, such as a divorce or a death in the family, that could affect schoolwork.

• Try to settle disputes amicably: If you are unhappy with your child’s teacher for some reason, try to talk with the teacher before going to the principal. Make a genuine effort to communicate your concerns diplomatically and give the teacher a chance to resolve them in a reasonable amount of time.

(From the O.C. Register)

Back to Top