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Wednesday, November 18, 2020

The Best Way to Learn a New Language

Columbia, 2020

Learning a new language may seem daunting at first, but it can be very rewarding and fun if you learn it in the most effective way. One of the rules of thumb says - when something is challenging, the best approach is to find a better way to do it. For instance, I really wanted to speak Spanish, but I knew that learning it from New York wouldn’t be very effective, so I searched for another solution. Many people learn a new language in high school, but don’t get far and quickly forget what they learned because the teacher is usually not a native-speaker, which means that he or she teaches slowly, has an accent, knows little about the culture of the language, and does not know as many vocabulary words as a native. Instead of giving up on your language education from school, learn abroad, and immerse yourself in the culture to make the language learning more interesting and engaging. 

Spain, 2020

If you decide to learn a language in a different country, don’t miss the opportunity to live with a host family to get involved in their everyday life and culture. It makes learning easier and more effective because living with locals will help you relate to what you are learning, force you to think and communicate in the new language and make the learning real and necessary for survival. For example, when I studied Spanish in Guatemala, I needed to use the language constantly to communicate with local people, ask for directions, buy food and goods, or just to have a friendly conversation. When I and my parents came to our host family house on the first day, we could not speak a single word in Spanish and had to use Google Translate to communicate. The host family and we took turns speaking into Google Translate so we could understand our questions and answers. As time progressed, we got better and soon were able to understand whole sentences and have full conversations. We had a remarkable experience with our host family - especially, the elderly lady, who made great typical Guatemalan food and took care of our needs, was extremely kind, helpful, and cared for us almost as if we were her grandchildren. Because of our strong bond with her, when we decided to come back the next summer, we pleaded to stay with her again. Another great thing about being with a host family was that we got the opportunity to meet with other language learners in that home. We practiced Spanish with them, gave each other advice, and played Spanish board games together.

Spain and Columbia, 2020

When in a foreign country, try to do something engaging so that you will want to learn or even return. For example, if you are learning Spanish and decide to go to a Central American country, you may want to try making chocolate with local people, buying food from a local market, going zip-lining, seeing ancient ruins, hiking on a volcano, or seeing beautiful exotic plants and animals. Young learners usually have many memorable and fun experiences from studying abroad which enables them to realize that studying a new language is not as difficult as it seems. As with all types of academic pursuits, learning a language is most effective when it is engaging and enjoyable. Studying should not be too intense because this would make the learner dislike the subject. When my family and I traveled to Guatemala and Ecuador to learn, we did four hours of one-to-one tutoring every day and in the afternoons, we explored the town, different tourist attractions, and culture; or just enjoyed talking to the locals. From my experience, I can recommend the small town of Antigua in Guatemala and Ecuador’s capital, Quito, as great places to study Spanish because they are safe and affordable, the people there are very kind and easy-going, and they have many language schools, accommodations, and restaurant options.

Columbia, 2020

The best way to learn a new language is to go abroad, but if you don’t have that option, you can also try to make new friends who speak the language you want to learn, write to a pen pal, read articles or watch movies in that language, go to a restaurant and order in the foreign language, teach yourself, break your learning down and learn a different topic each week, or in other words, immerse yourself in the language. It is important not to be hindered to speak even if you make mistakes and to learn a language “lento pero seguro,” which means slowly but surely. Don't give up learning because you will forget what you have already learned with so much hard work. Take a small step every day, and over time you will learn an amazing amount of vocabulary and grammar. After you return home from your trip, keep practicing the language. You can do this by taking online classes with native speakers, finding people who speak the language, and keeping in contact with friends from the country you visited. Because of my method of learning, I was able to learn Spanish almost effortlessly.

In conclusion, traveling abroad to learn a language has many benefits - it is interesting, cost-effective, and helps the student to become culturally conscious. Most of all, it is very efficient and enjoyable. I had an unforgettable experience of learning abroad and benefited greatly from the many advantages of learning through immersion. Hopefully, if you travel abroad to learn a language, you will also find this an incredible experience.

Tuesday, November 3, 2020

Teach Your Child to Take a Chance Swiftly

Parents!
Teach your child to take a chance wisely but swiftly.

There are many chances in our life that come and go. You as a parent can teach your child to take them, how not to be afraid of them, how to be careful, wise but swift. It would be never enough to give your child a fish to survive. It is much better to give your child a tool, a fishing robe instead, and teach him how to use it to thrive in his life.

Kobe Yamada created a short story where he explains the whole concept in a pure and affirmative way. In an introduction he asks questions and writes:

“What do you do with a chance?” Especially one that seems too big or too wild or just out of reach?  Do you hold back? Do you act like you don't care? Do you let it slip away?

This is the story of some remarkable chances and the child who doesn't know quite what to do with them. But the more chances come around the more the child's fascination grows. And then, one day, a little courage makes all the difference in the world.

This is a story for anyone, at any age, who has ever wanted something, but was afraid of risking too much to get it. It's a story to inspire you to embrace the chances that come into your life. Because you never know when the chance, once taken, might be the one to change everything.”

The same author created "What do you do with an idea?" or "What do you do with a problem?"


And now comes the story.

"What do you do with a Chance?" 

 Written by Kobe Yamada. 

Illustrated by Mae Besom


"One day I got a chance.

It just seemed to show up. 

It acted like it knew me, as if it wanted something.

I didn't know why it was here. 

"What do you do with a chance?" I wondered.


It fluttered around me. 

It brushed up against me. 

It's circled me as if you wanted me to grab it. 

I started to reach for it, but I was unsure and pulled back. 

And so it flew away.



I thought about it a lot. I wished I had taken my chance. 
I realized I had wanted it, but I still didn't know if I had the courage.


When another chance came around, I wasn't so sure. 
But I decided to try.

I went to reach for it, but I missed it and fell. I was embarrassed. 

I felt foolish. It seemed like everyone was looking at me.

I decided I never wanted to feel this way again.



So after that, whenever a chance came along, I ignored it.


And the more I ignored them the less they came around.


Until one day I noticed that I had seen at once in quite a while. 
It was as if they had it all disappeared. 
I started to worry, "What if I don't get another chance?"


I know I acted like I didn't care, but the truth was, I did. 
I still wanted to take a chance, but I was afraid. 
And I wasn't sure if I would ever be brave enough.

Then I thought, "Maybe I don't have to be brave all the time. 

Maybe I just need to be brave for a little while at the right time."

I realized it was up to me.



I promised myself that if I ever got another chance, I wasn't going to hold back. 
If I had got another chance, I was going to be ready.

Then, one seemingly ordinary day, 

I saw something shining far off in the distance. 



"Is it possible?" I hoped. "Could this be a chance?"

I had to find out. I ran as hard and as fast as I could toward it.

I don't know how to explain it, but the second I let go of my fire I was full of excitement.



It wasn't that I was no longer afraid, 
but now my excitement was bigger than my fear.


As I got closer, I could see that this was a really huge chance!


But this time I was ready. 
As it came by, I reached out and grabbed it. 
I held on with all my might.

It felt so good to soar, to fly, to be free!

I now see that when I hold back, I miss out.

 And I don't want to miss out. 

There's just so much I want to see and do and discover.



So what do you do with a chance? 
You take it… 
because it just might be a start of something incredible.

What do chances become? 

New friendships, exciting opportunities, and daring discoveries. 

Chances are invitations to grand adventures, 

tickets to unforgettable experiences, 

and doors to whole new worlds. 

Chances help you see who you are, what you want, and where you want to go.

So, what will you do with your chance? Now that's up to you."

Sunday, October 25, 2020

"Even Bullies Need Friendship" - October - National Bullying Prevention Month



Even Bullies Need Friendship by 3rd Grade Student

It was mid-September, the beginning of a new school year, Hidie and her best friend Olivia were excited to start the third grade and their new adventures together. As Hidie and Olivia were walking to their classroom, they were approached by a girl who teasingly said “Ooo! Two little kindergarteners.” Both girls were offended, but only Hidie stood up for herself, Olivia was too shy.

Hidie kindly, but firmly replied, “Firstly, we are not kindergarteners and secondly, if you are mean to us we might be mean to you.”

“And so what? I don’t care. Why is your little friend so quiet?” asked the mean girl.

“You should apologize to her.” Hidie said, as she tried to defend Olivia, but the bully simply walked away.

“Thank you, you are a faithful friend, Hidie.” said Olivia

“That’s what friends are for.” Hidie said, before realizing that they were late. Hidie and Olivia quickly rushed into the classroom.

“Who was so loud in the hallway?” asked the teacher, Ms. Thea.

“Y…y…y…we don’t know.” Stuttered the nervous girls.

“I heard your voices, but I want you to know that you can always talk to me if you need to. Anyway, would you girls like to have lunch with me today?” Ms. Thea asked.

“Yes! We would love to.” replied Hidie and Olivia in unison.

Hidie and Olivia were very excited because this was their first lunch with Ms. Thea. They hurried down to the cafeteria to collect some food and returned to the classroom, laughing and chatting. When Ms. Thea saw the girls return, she walked them to a different room, a room that they have never been in. She pointed at the chairs and said, “I sat here with my niece earlier, she is a 4th grader in this school.”

“We didn’t know your niece goes to our school! What is her name Ms. Thea?” asked Hidie.

Ms. Thea smiled, “I will tell you, but first listen to this - you are the best students in this school, very wise and ambitious. I’m so glad I have you here. I want you to know that you are my favorite girls. Can you keep it a secret?”

“Of course we can!” Hidie and Olivia exclaimed.

Just as Ms. Thea was about to reply, a familiar voice, the voice of the bully that Hidie and Olivia encountered earlier interrupted. “Well, well, a secret huh?”

“Agatha, You owe these girls an apology.” interrupted Ms. Thea

“Ms. Thea, how do you know her name?” Hidie asked.

“Agatha is my sister’s daughter, my niece.” replied Ms. Thea.

“But Hidie and Olivia…” Agatha began, “Now Agatha, please don’t disturb our conversation.” Ms. Thea said, half smiling and half frowning. Agatha walked away with her hands on her hips and a grimace on her face. 

 “Thank you, Ms. Thea. We have to go now or we will be late for our next class.” The girls said as they got up to leave.

“Wait, before you go, I need to share something important with you. Sometimes bullies are not really as mean as you think, they just want to be your friend.” Ms. Thea said as she got up.

“Yes. We won’t forget that.” responded Hidie and Olivia.

“Good,” Ms. Thea nodded, “do you know how I know that? When I was your age, someone bullied me a lot. You might not be able to guess, but she was my own sister, Agatha’s mother. However she learned her lesson and changed her behavior. Now we are the best of friends. Remember what I told you just know and hopefully, it will help with Agatha.”

“Thank you for mentioning that. We will try to talk to Agatha.”

“That sounds great, but please remember that Agatha can get frustrated easily so be careful, and thank you again, girls.” – warned Ms. Thea.

That afternoon Hidie and Olivia tried to approach Agatha in the yard however Agatha approached them first, “why do you even bother talking to me?”

“We just want to talk to you.” Hidie and Olivia timidly said.

“Alright then, let’s talk, but it has to be quick.” Agatha said harshly.

“Why did you bully us? There was no need for that. You could have just talked to us and we would have listened to you” Hidie and Olivia bravely stated.

“I just wanted to get your attention and be friends, but I didn’t know how to.” Agatha apologetically whispered. 

 “That’s what we thought.” smiled Hidie and Olivia.

 “I’m new to this school and I couldn’t find any friends. I was trying, but the way I did it was by being mean and became a bully.” Agatha said as she looked down at her shoes.

“Next time, just say what you really want to, but try to be nice to people. If you hadn’t bullied us we would have asked you to play with us. From now on try not to bully others. Can you promise to do that? We will play with you if you do.” asked a smiling Hidie.

“Yes. I’m sorry for being mean to you.” – replied Agatha regretfully with relief in her voice. 

Agatha learned her lesson. She now helps kindergarteners and helps young and shy students meet new friends. She also has never bullied anyone else after this conversation with Olivia and Hidie.

Moral:

Sometimes bullies just want to be friends, but don’t know how to achieve that goal. 

For helpful resources for kids and teens to learn more about how to participate in helping create an anti-bullying culture visit Stop Out Bullying

https://www.stompoutbullying.org/national-bullying-prevention-awareness-month?utm_source=School+Family+2020-2021&utm_campaign=6de7559fca-EMAIL_CAMPAIGN_2020_07_10_03_27_COPY_01&utm_medium=email&utm_term=0_e2c9200947-6de7559fca-168471422

Check 23 Must-Read Anti-Bullying Books for Kids. The books help speak to the issue of bullying.

https://www.weareteachers.com/14-must-read-anti-bullying-books-for-kids/?utm_source=School+Family+2020-2021&utm_campaign=6de7559fca-EMAIL_CAMPAIGN_2020_07_10_03_27_COPY_01&utm_medium=email&utm_term=0_e2c9200947-6de7559fca-168471422

For a book reading of "One" by Kathryn Otoshi for PreK-3rd Grade go to 

https://youtu.be/hMs33bwzk4U

Tuesday, October 20, 2020

“Of Mice and Men” by John Steinbeck – The them of the independent reading


Art by BP

What is the theme of your independent reading novel? Clearly explain by expanding your thinking and using two pieces of evidence to support.

The theme of the fiction book that I am currently reading, “Of Mice and Men” by John Steinbeck, is the nature of human dreams and the forces that work against them.

In the story, the two main characters, George and Lennie, both have the dream to someday own a little farmhouse and raise the animals. The desire for this dream is so huge, that they work and live just to achieve this dream. For instance, even when the conditions were not favorable on a farm and the people were mean, George still wanted to stay to get money and to be able to achieve his dream of buying the house. For example, the author included a quote in the book that stated, “Every damn one of 'em's got a little piece of land in his head. An' never a God damn one of 'em ever gets it. Just like heaven. Ever'body wants a little piece of lan'. I read plenty of books out here. Nobody never gets to heaven, and nobody gets no land.” This shows that George and Lennie have a very strong desire to own a piece of land. This shows the American dream of life, liberty, and the pursuit of happiness. They work extremely hard throughout the whole book just to “live off the fatta the lan.”

The death of Lennie at the end of the book signifies humans' solitude from realizing the impossibility of the American dream, a wish for untainted happiness and fulfillment of desires. I can prove this from a quote included in this book which stated, “You…an’ me. Ever’body gonna be nice to you. Ain’t gonna be no more trouble. Nobody gonna hurt nobody nor steal from ’em.” This shows that George decided to kill Lennie so that Lennie would not have to suffer in this world with cruelty and sadness.

Friday, October 9, 2020

English Language Acquisition – High School Reading Suggestions

 
“Romeo and Juliet” by William Shakespeare, Art by BP
CLASS IX
Shakespeare’s sonnets and “Romeo and Juliet” (The Verona Project, a collaborative theater

an investigation into Romeo and Juliet’s hometown.)

“Typical American” by Gish Jen (novel)

“The Little Foxes” play by Lillian Hellman (opens a window onto the greed and excess of America’s first Gilded Age.)

Study of the Harlem Renaissance, from the art of Archibald Motley, James Van Der Zee, and Aaron Douglas to the literature of Nella Larsen, Langston Hughes, Zora Neale Hurston, and others.

“We All Should Be Feminists” essay by Chimamanda Gnozi Adichie

William Shakespeare by BP

CLASS X

“Twelfth Night” by William Shakespeare (romantic comedy)

“Pride and Prejudice” by Jane Austen (novel)

“A Doll’s House” by Henrik Ibsen (play)

“Their Eyes Were Watching God” by Zora Neale Hurston (novel)

“The Great Gatsby” by F. Scott Fitzgerald (novel)

“Jasmine” by Bharati Mukherjee (novel)

The essays by Rebecca Solnit, Pico Iyer, and Masha Gessen.

 

CLASS XI

A wide range of essays by American writers/essayists: Virginia Woolf, James Baldwin, Joan Didion, Martin Luther King, Jr., Bruno Bettelheim, Barbara Kingsolver, and David Foster Wallace.

The mid-twentieth-century American poets, including Elizabeth Bishop, Sylvia Plath, and Robert Lowell.

Advanced English:

Work of writers such as James Baldwin, Susan Sontag, Toni Morrison, Fran Leibowitz, Joan Didion, Ta-Nahesi Coates, and Zadie Smith.

Advanced English:

New Narratives As humans, we have an innate desire to tell stories to make sense of the world around us. But how we tell those stories is always evolving. What innovative strategies are writers today using to talk about contemporary life, which can feel increasingly fragmented as the boundaries between news, pop culture, social media, and the self are collapsing? We will look at writers of fiction, non-fiction, and poetry who are approaching the idea of narrative - of storytelling - in unprecedented ways. We will study stories whose narrators recede into the background or make themselves known in the margins; a memoir comprised of many short stanzas; a novel, written as one long sentence or as a series of letters. Students will try their hands at employing some of these techniques to tell their own stories, in the process gaining a better understanding of how new forms can help us write about that timeless subject: our ordinary lives.

CLASS XI

“All’s Well That Ends Well” by William Shakespeare (comedy)

“As I Lay Dying” William Faulkner (novel)

Two contemporary plays, Penelope Skinner’s “The Village Bike” (2015) and Lynn Nottage’s Pulitzer Prize-winning “Sweat” (2017).

Current readings include Claudia Rankine’s lyric essay Citizen,

Emily Dickinson’s poetry

Advanced English:

Modern International Literature “Red Velvet”, in which Bengali-British playwright Lolita Chakrabarti explores nineteenth-century African-American actor Ira Aldridge’s performance of Shakespeare’s Moorish hero, “Othello.” How does Chakrabarti’s play negotiates the intersections of nationality, race, and class? How does Aldridge navigate his multiple identities as American, African-American, actor, and would-be Moor? These kinds of questions, along with those raised about gender, sexuality, and religion, will be explored. In addition to Chakrabarti, authors may include Argentinian Manuel Puig, South African Nadine Gordimer, Australian David Malouf, Japanese Yukio Mishima, and Pakistani-American Daniyal Mueenuddin.

Advanced English:

New York City Literature When the Dutch first settled in New Amsterdam did they know that this foothold in the New World would become a bustling metropolis with the oh-so-modest claim to being the greatest city in the world? New York has come a long way from Peter Stuyvesant, peg legs, and draft riots. In this course, we will read writers such as E.B. White, Tom Wolfe, Herman Melville, José Martí, Jay McInerney, Edwidge Danticat, Zora Neale Hurston, Renata Adler, John Guare, and contemporary essayists from the New York Times and The New Yorker. From these sources, we will explore the “Noo Yawk” attitude and its evolution over the past two centuries into the city that never sleeps – and always writes. NYC in Literature - you got a problem with that?

The Thinker Sculpture by Lenny Spiro

“Construction New York” is an extraordinary annual design competition and the most unique food charity in the world! It challenges teams of architects, engineers, and contractors to build sculptures made entirely out of unopened cans of food. The large-scale structures are placed on display at Brookfield Place (BFPL) and later donated to City Harvest for distribution to those in need.

Monday, October 5, 2020

English Language Acquisition, Middle School Book-Recommendation


CLASS V

Novels by Elizabeth G. Speare: The Witch of Blackbird Pond, TheBronze Bow, The Sign of the Beaver Calico Captive, “Life in Colonial America”, “The Prospering”,

Novels by Linda Sue Park, Korean-American: “Seesaw Girl”, “The Kite Fighters”, “A Single Shard”, “When My Name Was Keoko”, “A Long Walk to Water”,

Novels by Gloria Whelan: “Playing with Shadows”, “Living Together”,  

Novels by Mildred O. Taylor, intense themes of racism faced by African Americans: “Song of the Trees”, “Roll of Thunder, Hear My Cry”, “Let The Circle Be Unbroken”, “The Road to Memphis”,  “The Land”,

CLASS VI

“Black Ships Before Troy” by Rosemary Sutcliff and Greek mythology, 

“Before We Were Free” by Julia Alvarez (novel),

“The Miracle Worker.” By William Gibson (play)

CLASS VII

Anglo-American literature, such as “The Outsiders” by S.E. Hinton, “Of Mice and Men” by John Steinbeck, “A Raisin in the Sun” is a play by Lorraine Hansberry, “The House on Mango Street”  a 1984 novel by Mexican-American author Sandra Cisneros, and 

British literature: “Animal Farm” by George Orwell, “A Midsummer Night’s Dream” by William Shakespeare.

CLASS VIII

American writers: “To Kill a Mockingbird” by Harper Lee, “Annie John” by Jamaica Kincaid, “This Boy’s Life” by Tobias Wolff, “The Crucible” by American playwright Arthur Miller,

British writers: “Nineteen Eighty-Four” by Georg Orwell, “Homage to Catalonia” by Georg Orwell, “Macbeth” by Shakespeare.