Monday, 29 June 2020

Can Art Classes Help Your Kid?

Researchers have been conducting researches for quite some time on the effect of art classes that is seen on the kids. It has been seen that future career growth and success is determined by the way the art education is imparted and it can also work as a ground work for basic lifestyle that the kid would follow. Art classes for kids Thornhill has seen to do wonders when it comes to has seen to do wonders when it comes to make the kid more creative, have a full blown knowledge of the world. These classes are also seen to give the children a means to become expressive and also strengthen their self-esteem.

Art lessons Vaughan has been seen to greatly help the children greatly in getting their creative edge out. It is observed that children have naturally deep curiosity when it comes to art and craft when they are introduced to it at a young age. It is a common misconception that people are born with the skill that is needed to excel in the field of art be it music, dancing, painting or any other form. This is not true that the skill is genetic, this is developed by sheer will power and encouragement. Art education also helps the children in expressing their desires and thoughts in a much nicer way.

Along with their creativity the children are also seen to have an increase in their concentration. When properly encouraged, children are seen to develop an uncanny focus for art and this is when you can be sure that they have developed their concentration to a much better level. Interest in the art forms also encourages the children to ignore the distractions and focus on the task at hand. It has been seen that pottery classes Woodbridge also helps in improving the coordination of the children who have enrolled in the art classes. As the child transfers the images of what he wants to achieve with the clay, his hand and eye coordination improves as they learn to work together. These classes develop this coordination as a fun activity in the beginning but as the time progresses, this eventually comes as a second nature for your kid. Painting classes Vaughan not only provides the children with a way to improve their skill but also gives them a platform where they can get the feel of what success tastes like.

Saturday, 27 June 2020

Meaning of children’s human rights education

Meaning of children's human rights education

Children's rights education is education where the rights of the child, as described in the Convention, is taught and practiced in individual classrooms. But in its most developed form, children’s rights are taught and practiced in a systematic and comprehensive way across grade levels, across the school, and across school districts. With full-blown children’s rights education, children’s rights are not simply an addition to a particular subject or classroom. Rather, the rights of the child are incorporated into the school curricula, teaching practices, and teaching materials across subjects and grade levels and are the centerpiece of school mission statements, behavior codes, and school policies and practices.

Fully developed children’s rights education means that all members of the school community receive education on the rights of the child. The Convention serves as a values framework for the life and functioning of the school or educational institution and for efforts to promote a more positive school climate and school culture for learning.
A core belief in children’s rights education is that when children learn about their own basic human rights, this learning serves as an important foundation for their understanding and support of human rights more broadly.


Homeschooling high school can be challenging enough to undertake with normal high school kids, but throw in a student who is significantly advanced or gifted, and some parents might be tempted to call it quits! How can you keep up with a kid who’s studying statistics, anatomy and physiology, and Greek, and asking for more?! Both my sons were gifted, so I know how difficult this can be. Fortunately, there are some practical things you can do to make the process easier and more manageable.


The first strategy that I find useful is called “acceleration,” which means that you allow your children to work faster. This strategy requires you to let go of the whole parent-teach-the-student model, because your job is not just to teach your children; your job is to help your children learn how to teach themselves. Fortunately, there will be times when you realize your child already knows a subject, perhaps because they have learned it by osmosis, so you can spend less time on that subject.
At high school level, it’s important to remember that when your child finishes a standard curriculum, you can give them high school credit for it. You don’t have to make them sit in front of you as the teacher for 150 hours before you give them credit for a course. As soon as they’re done with a curriculum and know the material, go ahead and give them the high school credit. There’s no rule that requires them to spend 150 hours studying something in order to earn a credit.
You can also skip unnecessary activities in a curriculum. If your child doesn’t need the activities in order to learn the information, it’s okay to skip those, as long as they’re learning. It’s also okay to administer a pretest for a subject, and simply skip the information they already know, or you can work fast through a curriculum and find out what they know first, and then move ahead.
When you don’t use acceleration, and you work at the usual standard pace that children are used to, it can induce boredom. When people tell me they’re struggling with a lack of motivation in their teenagers, or their kids hate school or they’re bored, often it’s because their student is moving at too slow a pace.
Make sure to assess your child’s level first, and begin a curriculum at the point where they will actually learn new information. In this way, you allow them to learn at their own level, and remove those artificial barriers to how much they’re allowed to learn. The result will be a student who’s more interested in what they’re learning, and more motivated to pursue their studies.

Charter schools are the best way to wipe out educational disparity

Such conflicting opinions have led to bitter controversies that have raged for years. But my new book, “Charter Schools and Their Enemies,” features hard facts about educational outcomes in more than a hundred individually identified New York City schools.
These schools are listed by name so that parents, officials and anyone interested in the education of children can make their own comparisons.
What all these particular schools have in common is that charter-school students and traditional public-school students are educated in the same buildings and take the same tests in mathematics and English every year. The results of these tests are listed for each of these schools, along with information on their students’ backgrounds.
Here are some basic facts:
In these buildings, 14 percent of traditional public-school classes had a majority of their students achieve a level defined as “proficient” in English for their grade level by the New York State Education Department.
Meanwhile, 65 percent of charter-school classes in those same buildings had a majority of their students achieve the “proficient“ level on the same test. That’s nearly a five-to-one disparity.
On the mathematics test, just 10 percent of the classes in these traditional public schools had a majority of their students achieve a “proficient” level. But 68 percent of charter-school classes in the same buildings had a majority of their students achieve a “proficient” level. That’s nearly a seven-to-one disparity.
No wonder most critics of charter schools, and defenders of traditional public schools, want to argue on the basis of rhetoric.
They don’t want to argue on the basis of facts about test results.
One common example of misleading rhetoric is an often-repeated statement that — nationwide — charter schools “as a whole“ do not perform any better than traditional public schools “as a whole.“

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