BC Parent Education issue 2016

Celebrating

education 2016 bcparent.ca

Years of Service to BC Families

Specialized schools for learning disabilities

STEM education

2017

Independent School Guide

Celebrating

Letter from the Editor

Years of Service to BC Families

A

s fall rolls in and the weather changes from bright, sunny days to gloomy, shorter days, our focus also changes from outdoor activities to the education of our children.

The first official feedback is coming from schools soon, and you may now be aware of some potential problems/struggles your child is facing. In this issue, we’ve pulled together some experts to give advice on helping them reach their full potential. This issue has tips on training your child’s brain, introducing them to STEM education and helping you find the right school for them. We’ve also given you a great babysitting idea to try, to give you more (always needed) adult time.

Thanks for reading!

Carlie Parkinson

Inside 4 Training Your Child’s Brain 6 The Opportunities in STEM Education 9 Independent School Guide 18 Is your child a good reader?

21 How to choose a specialized school for learning disabilities

23 The Power of Creative Play 24 12 Quick Privacy Tips for Parents 26 Time to Enlist the Babysitting Circle 28 More Magic and Fewer Meltdowns 30 Fall Footwear Follow us on

BC Parent Newsmagazine

Mailing Address: P.O.Box 30020, North Vancouver, BC V7H 2Y8

Education Issue 2016 Volume 25, Number 5

email: info@bcparent.ca www.bcparent.ca Canadian Publications Mail Registration No.251836

2 bcparent.ca • education issue 2016

http://twitter.com/bcparentmag

Publisher/Executive Editor: Carlie Parkinson Editor: Geoffrey Legh Advertising Design & Layout: Julie Cochrane Editorial Design & Layout: www.retrometrodesign.ca Advertising Sales: info@bcparent.ca

Contributors: Kristi M. Rigg–West Coast Centre for Learning, Nicola Enright-Morin, Dr. Steve Truch–The Reading Foundation, Fraser Academy, Cheryl Johnson and Jan Pierce, Daphne Guerrero, Carlie Parkinson, Christina Katz.

BC Parent is published 6 times per year. The Publisher reserves the right to omit advertising which is judged to be in poor taste or which does not conform to the concept of this publication.

bcparent.ca • education issue 2016 3

“Developmental experiences determine the organizational and functional status of the mature brain.”

—Dr. Bruce Perry*

infants born with the toxic effects of prenatal stress. Adverse experiences in child­ hood have recently been linked by research­ ers to a wide range of adult health concerns such as heart disease, obesity, and some types of cancer. Early life experiences with adversities such as poverty, maltreatment, neglect, caregiver mental illness and low parental education levels, have been proven to be risk factors contributing to varying levels of developmental impairment, and cognitive delays in young children.

All this points to the fact that stressed adults living in stressful environments pro­ duce stressed children, who in turn lead to another generation of stressed adults!

What should a parent coach look for?

Spending meaningful and quality time con­ necting and bonding with our children is one of the best ways to spot reactions and behaviors that appear to be outside of what we have previously seen or come to know as normal for our child. It is also important to understand that children learn and grow as individual beings. Just because your best friend’s/brother’s/neighbor’s child is walk­

Training Your Child’s Brain Parent coaching tips that factor into reading successes and the development & performance of lifelong learners.

I

n many ways, parents are the coaches of a young child’s Brain Fitness Regi­ men! Like professional coaches, it is important for parents to employ physical exercises and activity which encourages and stimulates both sides of the brain.

Movement and visual exercises, which cross the mid-line of the brain and sys­ tematically work both left and right hemi­ spheres, are very important to promoting the development of healthy pathways in the brain, positively impacting language acqui­

* Development of the Brain: How States become Traits, Infant Medical Health Journal 16(4) (1995):271-91.

4 bcparent.ca • education issue 2016

By Kristi M. Rigg, B.Ed, M.Ed.

Early learning matters!

Neuroscientists tell us that in the early months and years as many as 700 new neu­ ral connections are formed every second!

These neural connections are formed in the baby’s environment, largely through the cru­ cial interactive experiences they have with adults. This forms the foundation of brain architecture, and amounts to the foundation upon which future learning depends.

Talking is free! Based on studies conduct­ ed through Harvard University’s Centre on the Developing Child, at approximately 18

months the pre-determinates to the size of a child’s vocabulary begin to appear. By age 3, children who had parents with college or university backgrounds and who regularly read and spoke to their infants and babies, had vocabularies 2 to 3 times larger than children from families with lower education levels.

Infant stressors!

Stress is toxic to young children! The envi­ ronment in which a child learns is equally if not more important, than what the child learns!

Many hospitals are opening up areas within their pediatric care nurseries to treat

BOLO

Be on the look out when: • Your child avoids crawling, or did not crawl. Crawling is important as it pro­ motes healthy bi-lateral brain develop­ ment. Children who do not crawl may later present with difficulties with skills such as reading and writing.

• Reading skills, such as a child’s ability to track and follow words in sequence, which is related to visual functioning, are im­ paired. Seeking guidance and specialized testing, such as those performed by a de­ velopmental optometrist, may be helpful.

• Your child is spoken to/speaks with other children in social settings. Do they avoid social interactions? Children with learn­ ing challenges experience difficulties initiating and maintaining peer relation­ ships. They are often isolated and lack the social skills to interact positively/ appropriately.

Consult your family doctor, pediatrician, or other medical professional if you are ever concerned about any aspect of your child’s development which does not seem normal.

A helpful guide for parents is the recent pub­ lication Success by 6: First Steps & Beyond, A child development a resource guide produced

by United Way, the Credit Unions of BC, the BC Government through the Minis­ try of Children and Family Development, and the First Nations Health Council. Visit www.successby6bc.ca/what-we-do/projects/ early-years-resources.

Kristi M. Rigg, B.Ed, M.Ed., is the president and CEO of West Coast Centre for Learning, in Surrey BC. As an author, Kristi draws on her own experience as a professional educator and a parent of a child with learning challenges. The primary focus of her business is to provide support to individuals—and their families—struggling with challenges to working memory and personal capacity development. Kristi has a Master’s degree in Education from the University of Bristol in England. With over 20 years of experience in the education field, her academic contributions and cognitive consulting services have benefited private schools and distance education providers locally as well as internationally.

West Coast Centre For Learning 778-564-5511 WestCoastCentreForLearning.com

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bcparent.ca • education issue 2016 5

The opportunities in STEM education

By Nicola Enright-Morin

E

ducating children is a serious business.

Trends come and go and millions of dollars are spent on research, trying to find the best way to fuel kids developing minds.

While some trends are over before they start, STEM education looks like it’s here to stay. STEM education stands for Science, Technology, Engineering and Mathematics, and its curriculum is based on the idea that these subjects should be taught together, rather than separating them into individual topics.

Although a relatively new concept in Canadian education, studies show that not only is STEM invaluable in terms of an educational experience, the future job market also depends on it. According to the Digital Adoption Compass, in Canada there will be 182,000 unfilled jobs in the infor­ mation and communications technology fields by 2019. This gap in students educa­ tion, coupled with the ever-growing need in 6 bcparent.ca • education issue 2016

the job market, has not gone unnoticed by corporate giants and many of the big play­ ers like Google Canada and Microsoft have invested in programs that bring STEM to Canadian kids.

Students embrace a ‘fail fast, fail often’ model. They identify a problem, they go through a design process, they come up with a solution that they test, analyze, and then go back and redesign.”

So what STEM opportunities are cur­ rently available for kids in BC right now?

Templeton Secondary School in Vancou­ ver is in its second year of offering a STEM program for students. The principal, Aaron Davies, explained to BC Parent what this innovative program is all about.

“In a traditional classroom you typically get your assignment and then finish it, one shot and then move on, whereas our stu­ dents use skills and information to work as a team. Students embrace a ‘fail fast, fail often’ model. They identify a problem, they go through a design process, they come up with a solution that they test, analyze, and then go back and redesign.”

He says that one of the best things about the program is that it’s been designed with the students future in mind. “What sets our program apart is that it’s been designed in collaboration with BCIT and with a ma­ jor industry partner in the tech industry.

We have worked together to create a model for students to have pathways to postsecondary education, as well as to jobs in STEM related fields once they leave school.”

He says that students that left the pro­ gram last year and are now in STEM related programs at university feel totally confident about some of the challenges they’re being

asked to do, because high school prepared them for the challenge.

Davies says that so far the program has been a great success and that it is getting positive feedback from the students. “They absolutely love it. They love the creativ­ ity, the opportunities to think differently, to look at some real world problems. The projects they undertake can be incredibly complex, sometimes it will take them six to eight weeks. The students learn how to think critically and collaboratively, take re­ sponsibility for whatever their role is in that project and they also develop flexibility of mind to think creatively around problem solving.”

However you don’t have to wait until high school for your children to get involved in STEM education. There are many ways to get your kids onboard at a much earlier age.

‘Brain STEM Learning Canada’ is a com­ pany that operates out of North Vancouver and their workshops, camps and afterschool programs are aimed at kids from 4–14 years old.

One of the owners, Sarah Baldwin, says one of the striking things about STEM pro­ grams is how the hands-on approach really enhances children’s desire to get involved in science and engineering, which in turn gives the kids a much better sense of confidence, no matter what their age.

Baldwin says that getting kids involved in STEM learning from a young age allows them to gain practical skills in a topic they

might have a natural talent for, and that a summer camp or afterschool program in STEM will hopefully encourage a desire to continue learning STEM subjects as they get older. Baldwin says the key to success

According to the Digital Adoption Compass, in Canada there will be 182,000 unfilled jobs in the information and communications technology fields by 2019.

is that no matter how old the kids are, it’s important to make sure they are learning through fun. “We did a birthday party in Coquitlam recently where the kids got to make roller coasters. There were three dif­ ferent groups of kids and after each chal­ lenge, the kids would view each other’s chal­ lenge and what they had done and they were literally jumping for joy. The looks on their faces were priceless.”

Here are a few ways to get your kids a STEM education fix online and give them games to stimulate and engage their critical thinking: • Backed by some of the biggest names in technology, www.code.org features the ‘Hour of Code Movement’ (a global chal­ lenge to get kids of all ages trying out computer coding) where kids can learn

how to code anything from their own Star Wars game to a Frozen game featuring Anna and Elsa.

• Let’s Talk Science is an award-winning, national, charitable organization that de­ livers learning programs and services that engage children, youth and educators in STEM. Their website is a great resource for anyone wanting to find out more about STEM and it also has information on their Canada-wide program, that gives kids as young as three-years-old a chance to attend a hands-on STEM workshop, free of charge.

• Actua is another leader in this field here in Canada, delivering STEM program­ ming to more than 225,000 youths across Canada.

As parents, you can turn everyday activi­ ties into a STEM project with a little creativ­ ity. For example, cooking the family dinner can be a chemistry project, while planting a vegetable garden is biology. Both are handson and simple ways that parents can show their kids the importance of STEM in ev­ eryday life.

Ultimately it’s important to recognize that in our technology driven world STEM is here to stay, and just like any other aspect of life, the more fun we can have with it— and our kids—the better.

Resources www.letstalkscience.ca www.actua.ca

STEM Educators BrainSTEM Learning Canada 730 Marine Dr., North Vancouver, BC, V7M 1H3 604-379-2767 brainstemlearning.ca BrainSTEM Learning Canada Corp. is an extracurricular education provider focused on Science, Technology, Engineering, and Math (STEM) systems.

Unique programs are designed by working engineers for learners aged 4 to 14. Through fun, creative, and innovative science experimentation students explore their creativity.

Sylvan Learning Surrey, Abbotsford, White Rock, Coquitlam, Burnaby, Vancouver, North Vancouver, West Vancouver, Delta, Richmond, Maple Ridge, Kelowna, Langley 1-800-EDUCATE SylvanLearning.ca Math-Reading-Writing-Homework SkillsStudy Skills-Robotics-Engineering-CodingCollege/University Prep Looking for ways to give your child an edge for the future? Turn to Sylvan for our innovative STEM education as well as accelerated after-school programs.

We’ll challenge and inspire your child to master critical 21st century skills with programs ranging from Robotics to Coding.

Bricks 4 Kidz Vancouver, Richmond 604-250-6665 bricks4kidz.com/vancouver Bricks 4 Kidz offers hands on, projectbased curriculum that introduces elementary aged children to concepts of engineering, architecture and mechanics using motorized LEGO® bricks. Our program provides quality STEM learning (STEM: Science, Technology, Engineering and Math) in a positive and collaborative learning environment!

bcparent.ca • education issue 2016 7

Science, Technology, Engineering and Math Education 6 week Engineering workshops programs Mon-Fri andWeekends Birthday parties or Special events Camps: Winter, Spring, Summer, & Pro-D day classes for ages 4 to 14 years old Brainstem Learning Canada 604-379-2767 730 Marine Dr., North Vancouver, BC, V7M 1H3 www.brainstemlearning.ca

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Where your kids get creative

independent school guide

at participating locations only.

Sylvan Learning

1-800-EDUCATE SYLVANLEARNING.CA

CONTACT: EMAIL: RTAN@BRICKS4KIDZ.com PH: 604-250 6665 WWW.BRICKS4KIDZ.COM/VANCOUVER

Lower Mainland/Fraser Valley

Okanagan

School Name

Gender

Grades

Class Size

Enrollment

Cost/Year

Aberdeen Hall Preparatory School

Co-ed

PS–12

16-22

560

$10,800–19,000

Alexander Academy

Co-ed

8–12

16-20

141

$13,500–17,500

Avante School

Co-ed

3–12

British Columbia Christian Academy

Co-ed

K–12

20–26

320

Tuition varies per grade and # of students/family

Bodwell High School and Bodwell Academy

Co-ed

8–12

17

Day: 200 Boarding: 160 Total: 360

BC: $8,200 International: $11,200

Brockton School

Co-ed

JK–12

20

210

$16,400–18,200

Brentwood College School

Co-ed

9–12

17

Day: 107 Boarding: 403 Total: 510

Day: $24,500 Boarding: $45,900

Century High School

Co-ed

8–12

15

140

$16,500 International $22,500

Children’s Hearing & Speech Centre of BC

Co-ed

PS–2

6–8

28

Rate varies per program

Choice School

Co-ed

K–7

16

50

$15,500

950 Academy Way, Kelowna, BC V1V 3A4 250-491-1270; aberdeenhall.com 688 West Hastings Unit 200, Vancouver, BC V6B 1P1 604-687-8832; alexanderacademy.ca #202 2830 Grandview Highway,Vancouver, BC V5M 2C9 604-559-5757; avanteschool.ca 1019 Fernwood Avenue, Port Coquitlam, BC V3B 5A8 604-941-8426; bcchristianacademy.ca 955 Harbourside Drive, North Vancouver, BC V7P 3S4 604-924-5056; bodwell.edu/highschool

INSPIRE CREATIVITY !

AFTERSCHOOL CLASSES WORKSHOPS CAMPS PARTIES

Vancouver Island

3467 Duval Rd., North Vancouver, BC V7J 3E8 604-929-9201; brocktonschool.com 2735 Mt. Baker Road, Mill Bay, BC V0R 2P1 250-743-5521; brentwood.bc.ca 300-1788 West Broadway, Vancouver, BC V6J 1Y1 604-730-8138; centuryhighschool.ca 3575 Kaslo St., Vancouver, BC V5M 3H4 604-437-0255; childrenshearing.ca

20451 Westminster Hwy, Richmond, BC V5M 3H4 604-273-2418; choiceschool.org

Contact us

Note: Information provided is accurate at time of printing. Categories such as class size and cost are in many cases averages. Contact each school to confirm information.

8 bcparent.ca • education issue 2016

bcparent.ca • education issue 2016 9

independent school guide School Name Collingwood School

70 Morven Drive, West Vancouver, BC V7S 1B2 604-925-3331; collingwood.org

CEFA Educational Systems

3081 Grandview Hwy, Vancouver, BC V5M 2E4 604-708-2332; cefa.ca Locations: Burnaby, Coquitlam, Kelowna, Langley, North Vancouver, New Westminster, Richmond, Surrey, Vancouver

Lower Mainland/Fraser Valley

Okanagan

Vancouver Island

Gender

Grades

Class Size

Enrollment

Cost/Year

Co-ed

JK–12

15–20

1265

$9,000–22,000

Co-ed

JK cefababy

12–16 8–20

Marpole Bilingual Montessori

$8,340–18,720

(Est. 1985) © Es Estate tate ate o off Yous Y u You uf Karsh a

CEFA Early Learning Schools is a leader in schooling for children ages 1–5, offering a research-based, enriched curriculum focusing on literacy, numeracy, fine arts, and more while providing children with the freedom to learn through play in a junior kindergarten daycare format.

Dyslexia didn’t stop Albert.

Girls

JK–12

18–20

870

$18,960

Eaton Arrowsmith

Co-ed

8-12

25

100

Contact us

The French International Cousteau School of Vancouver

Co-ed

PS–7

15

127

$7,300–8,750

Fraser Academy

Co-ed

1–12

10 max.

220

$27,250

Crofton House

3200 West 41st Ave., Vancouver, BC V6N 3E1 604-263-3255; croftonhouse.ca Vancouver: 204-6190 Agronomy Road at UBC, Vancouver, BC; 604-264-8327 White Rock: 300–1538 Foster Street, 3rd Flr, White Rock, BC; 604-538-1710 eatonarrowsmith.com 3637 Fromme Rd., North Vancouver, BC 604-924-2457; cousteauschool.org

2294 W. 10th Avenue, Vancouver BC 604-736-5575; fraseracademy.ca Fraser Academy is a leader in the empowerment and education of students with dyslexia and languagebased learning differences. Their fully accredited, grades 1–12 independent school in Vancouver, BC, provides a learner-centric environment with the most effective research-based methods to optimize personalized learning, cognitive development, and post secondary opportunities.

Co-ed

K–1

Island Pacific School

Co-ed

6–9

671 Carter Road, Bowen Island, BC 604-947-9311; islandpacific.org

James Cameron School

20245 Dewdney Trunk Rd, Maple Ridge, BC V2X 3C9 604-465-8444 or 604-465-4561; jcs.bc.ca

Co-ed

18

48

$23,980 (approx.)

70

Contact us

2-7

Contact us

Kelowna Montessori Preschool and Elementary School in BC

Co-ed

PS-7

Contact us

Kelowna Waldorf School

Co-ed

PS-8

Contact us

Kenneth Gordon Maplewood School

Co-ed

1–11

Girls

8-12

East Kelowna: 3439 East Kelowna Rd, Kelowna, BC V1W 4H1 250-860-1165; okanaganmontessori.ca 429 Collett Road, Kelowna, BC V1W 1K6 250-764-4130; kelownawaldorf.org 420 Seymour River Place, North Vancouver, BC 604-985-5224; kgms.ca

Little Flower Academy

4195 Alexandra Street, Vancouver, BC V6J 4C6 604-738-9016; lfabc.org

10 bcparent.ca • education issue 2016

Pre-School, Junior Kindergarten & Kindergarten Celebrating Over 25 years of Montessori Teaching in the Community

GR 1-12 PARENTS CALL US FOR A SCHOOL TOUR 604 736 5575 | fraseracademy.ca | Vancouver, BC

OUR ENRICHED MONTESSORI CURRICULUM INCLUDES:

Fraser Valley Elementary School

20317 67 Ave., Langley, BC 604-533-5469; fves.bc.ca

We don’t let dyslexia or language-related learning disabilities affect our students, either.

They learn differently, and we offer them an educational setting where they can thrive.

15–18

170

$20,950

476

$6,100

The Phonetic approach to Reading & Writing, Mathematics, Geography, Science, Music, Art, French, Yoga and a variety of Cultural subjects.

Children are required to wear school uniforms.

We offer 2-1/2 hour and 3-1/2 hour programs for 2-1/2 to 5 year olds as well as an Extended day program for 5 year olds.

Private English Tutoring, Phonics & Conversational Tutoring and French Tutoring are also offered.

1296 W 67TH AVENUE VANCOUVER, BC V6P 2T2 FOR AN APPOINTMENT PLEASE CALL

604-266-1091 EMAIL: bilingualmontessori@hotmail.com www.marpolebilingualmontessori.com TEL:

1:1 TUTORING, 1-HOUR, 2-3X/WEEK

After3 for your child’s education success We’re leaders in education that builds skills, confidence and learning habits for success.

Our program helps children learn to read and write or do math at age-appropriate levels.

WE’RE HERE TO HELP YOUR FAMILY 604 736 5575 | after3tutoring.ca | Vancouver, BC

bcparent.ca • education issue 2016 11

independent school guide School Name

Lower Mainland/Fraser Valley

Okanagan

Vancouver Island

Gender

Grades

Class Size

Enrollment

Cost/Year

Madrona School Society

Co-ed

K–9

4–14

54

$16,000

Magnussen Vancouver

Co-ed

K-7

varies

40

$26,500

Marpole Bilingual Montessori School

Co-ed

PS–K

20

80

Contact us

Meadow Montessori Elementary & Preschool

Co-ed

PS–7

10–15

60

$ 2,550–5,500

Meadowridge School

Co-ed

JK–12

20

528

$17,500

Mulgrave School

Co-ed

PS–12

20

840

$17,000–21,000

North Star Montessori

Co-ed

PS–7

varies

80

Contact us

Pacific Rim Montessori Academy

Co-ed

PS–7

20

$5,000–7,500

Pacific Spirit School

Co-ed

K–8

14

$6,000

Pattison High School

Co-ed

8–12

Pythagoras Academy

Co-ed

JK-7

2040 West 10th Avenue, Vancouver BC V6J 2B3 604-499-7303; madronaschool.com Suite 204, 6190 Agronomy Road at UBC, Vancouver, BC V6T 1Z3 604-264-8327; eatonarrowsmith.com 1296 West 67th Ave, Vancouver, BC 604-266-1091; marpolebilingualmontessori.com Our school teaches with a philosophy of 90% Montessori and 10% traditional education with enrichment activities. Each class is limited to 20 students, and is taught by one English teacher and one French teacher. We offer Preschool, Junior Kindergarten and Kindergarten classes.

11391 Dartford Street, Maple Ridge, BC 604-465-3492; meadowmontessori.ca 12224 - 240th Street, Maple Ridge, BC 604-467-4444; meadowridge.bc.ca 2330 Cypress Bowl Lane, West Vancouver, BC 604-922-3223; mulgrave.com 1325 East Keith Road, North Vancouver, BC 604-980-1205; northstarmontessori.ca North Star offers an authentic Montessori program from Infancy-Grade 6. Committed to meeting the developmental needs of each child, we foster a love of learning, independence and respect. Practical experiences build confidence and inspire an intrinsic motivation to ‘learn’ and ‘do’ that students carry with them throughout their lives.

Vancouver and Richmond, BC 604-726-8428; pacificrimmontessori.com 4196 W. 4th Ave., Vancouver, BC 604-222-1900; pacificspiritschool.org 981 Nelson Street, Vancouver, BC V6Z 3B6 604-608-8788; pattisonhighschool.ca 8671 Odlin Crescent, Richmond, BC V6X 1G1 604-370-0199; pythagorasacademy.ca Canada Founded in 2013, Pythagoras Academy’s curriculum is based on a classical education philosophy that integrates all subject areas into students’ daily learning. Pythagoras Academy is a Ministry certified, non-religious, co-educational, independent school in the heart of Richmond.

Roots and Wings Montessori School

20315 16 Avenue, Langley, BC V2Z 1W5 Sullivan Centre: #101-15295 #10 Hwy, Surrey, BC V3S 0X9 604-510-2588; rootsandwingsbc.com

Relevant High School

18620 Highway 10, Surrey, BC V3S 1G1 604-574-4736; relevantschoolssociety.ca

12 bcparent.ca • education issue 2016

16

160

$16,600–21,400

276

Approx $15,000

Love of learning

starts here

Elementary Open House Co-ed

PS–9

120

$4,830–12,000

Sun Oct 23, 12 pm - 4 pm

Wed Nov 9, 7 pm - 9 pm

at The Sheraton Wall Centre

at Westside Montessori Academy

3075 Slocan Street (at the Italian Cultural Centre) Co-ed

K–12

$5,500

(604) 434-9611 • westsidemontessoriacademy.ca

bcparent.ca • education issue 2016 13

independent school guide School Name

Lower Mainland/Fraser Valley

Okanagan

Vancouver Island

Gender

Grades

Class Size

Enrollment

Cost/Year

Richmond Jewish Day School

Co-ed

K–7

15-20

80

Contact us

Royal Canadian College

Co-ed

8–12

St Alcuin College

Co-ed

K–12

8760 No. 5 Rd., Richmond, BC 604-275-3393; rjds.ca

Vancouver, BC V6P 3M2 604-738-2221; royalcanadiancollege.com 1044 St. Georges Ave, North Vancouver, BC V7L 3H6 604-360-8656; stalcuincollege.com

St. George’s School

4175 West 29th Ave., Vancouver, BC 604-221-3890; stgeorges.bc.ca

St. John’s School

2215 W. 10th Ave, Vancouver, BC V6K 2J1 604-732-4434 or 604-629-2458; stjohns.bc.ca

St. John’s International School

300 - 1885 W. Broadway, Vancouver, BC 604-683-4572; stjohnsis.com

School

SelfDesign Learning Community – Distributed Learning

Boys

Co-ed

Co-ed

Co-ed

1–12

JK–12

10–12 with ESL program

15

K–12

n/a

Shawnigan Lake School

Co-ed

8–12

15

Cost/Year

Southpointe Academy

Co-ed

K–12

16–24

460

$14,250–15,950

Southridge School

Co-ed

K–12

674

Contact us

Girls

JK–12

8–20

Day: 238 Boarding: 116 Total: 354

Day students: Rates vary by age Boarding: $40,150

St. Michaels University School

Co-ed

K–12 (day) 8–12 (boarding)

18

Day: 566 Boarding: 257 Total: 973

$17,235–47,075

Stratford Hall

Co-ed

K–12

16–22

490

$ 15,225–17,900

Summerland Montessori School

Co-ed

PS–7

Traditional Learning Academy

Co-ed

K–12

554

$14,950–19,775

1080 Lucas Ave., Victoria, BC 250-479-7171; stmarg.ca

St. Margaret’s School

No charge

PO Box 74560, Kitsilano RPO, Vancouver, BC 604-224-3663; selfdesign.org 1975 Renfrew Rd., Shawnigan Lake, BC 250-743-5516; shawnigan.ca

Enrollment

$18,995–55,500

1500–2500

Day: 58 Boarding: 387 Total: 445

BC Day: $18,800 BC Boarding: $34,900

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3000 Commercial Drive, Vancouver, BC 604-436-0608; stratfordhall.ca 10317 Prairie Valley Rd, Box 603, Summerland BC V0H 1Z5 250-494-7266; summerlandmontessori.com 1189 Rochester Avenue, Coquitlam, BC V3K 2X3 traditionallearning.com

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$10,000–14,000

20

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School Name 1900 - 56th Street, Tsawwassen, BC 604-948-8826; southpointe.ca Southpointe cultivates engaged, well-rounded citizens poised to thrive in their pursuit of post-secondary education and primed to achieve their full potential. Our comprehensive program blends a rigorous academic curriculum with extensive extra-curricular opportunities in the arts, athletics, and community service.

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independent school guide

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www.urbanacademy.ca bcparent.ca • education issue 2016 15

independent school guide School Name Urban Academy

101 Third Street, New Westminster, BC 604-524-2211; urbanacademy.ca Urban Academy offers a truly engaging learning experience for students from JK to Grade 12. By bringing core academics to life through technology, the arts and outdoor education, students achieve high academic standards and thrive in their personal development.

Lower Mainland/Fraser Valley Grades

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Enrollment

Cost/Year

Co-ed

JK–12

10–18

180

$8,400–12,600

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Vancouver Island

Gender

Vancouver Bilingual Preschool

949 West 49th Ave. (at Oak), Vancouver, BC V5Z 2T1 604-261-1221; vancouverbilingual.com Through conversation, stories, songs and play activities, the children are exposed to the French language at a level suitable to their age and ability. Pre-reading, writing and math skills enhance the child’s facility with language and numbers. Our arts and crafts and recreational programs develop fine and gross motor skills.

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Vancouver Montessori School

Co-ed

PS–7

20

225

$6,100–9,000

Vancouver Talmud Torah

Co-ed

PS–7

18–22

485

$8,000–10,000 (subsidies available)

Vancouver Waldorf School

Co-ed

PS–12

20–30

300

$3,420–11,670 (subsidies available)

Venture Academy Troubled Teens Program (BC)

Boys Girls

7–12 7–12

West Point Grey Academy

Co-ed

JK–12

22

940

$17,900–20,600

Westside Montessori Academy (WMA)

Co-ed

PS–7

PS: 25 K–7: 22 (max)

85

Preschool: $4,950 K–7: $8,925

8650 Barnard Street, Vancouver, BC 604-261-0315; vancouvermontessorischool.com 998 West 26th Ave., Vancouver, BC 604-736-7307; talmudtorah.com 2725 St. Christophers Road, N. Vancouver, BC 604-985-7435; vws.ca 2040 Joe Riche Road, Kelowna, BC V1P 1G7 Homestay school; ventureacademy.ca 4125 West 8th Avenue Vancouver, BC 604-222-8750; wpga.ca 3075 Slocan St., Vancouver, BC 604-434-9611; westsidemontessoriacademy.ca WMA’s mission is to provide a safe, supportive educational environment that nurtures every child’s natural curiosity for learning. We are committed to providing the tools, the guides, and the prepared environment to allow each child to reach their potential both socially and academically.

Westside Montessori School (WMS)

4157 Oak Street, Vancouver, BC V6H 2N1 604-731-6594; westsidemontessori.ca

York House School

4176 Alexandra St., Vancouver, BC 3274 East Boulevard, Vancouver, BC 604-736-6551; yorkhouse.ca

The program was designed to specifically stimulate children during the brain's most formative years, increasing the child's emotional, social and intellectual capacity for life.

Co-ed

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80

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Girls

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656

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DR. DOUG COHEN & DR. ÉAMONN GILL O Registered Psychologists

Success in School We all want the very best for our daughters and sons. Much of their future depends on how well they express knowledge in school assignments, quizzes and tests. Despite their hard work, sometimes our children’s school evaluations don’t reflect what we believe they are capable of.

There are many factors that can prevent children from reaching their potential.

Note: Information provided is accurate at time of printing. Categories such as class size and cost are in many cases averages. Contact each school to confirm information.

16 bcparent.ca • education issue 2016

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A Psychoeducational ­Assessment from Dr. Cohen & Dr. Gill can identify which factors are affecting your child’s school ­performance and identify changes that will help them put their best foot forward.

We can provide you with specific suggestions and recommendations designed to enhance your child’s enjoyment of school and facilitate improved educational performance.

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Is your child a good reader?

By Dr. Steve Truch

K

nowing where your child stands as a reader is sometimes difficult for par­ ents to determine. The majority of students in schools learn how to read with­ out a lot of extra assistance from the school or at home. Those students acquire the reading skills they need almost entirely on their own by what reading scientists call the “self-teaching hypothesis.”

These are the signs of a “good reader”:

• The student likes to read and picks up books on their own, reading them for pleasure and/or information.

• When you hear the student read out loud, you notice the words are being read accu­ rately and quickly.

• The student has no difficulty sounding out unfamiliar words. In fact, after as little as three or four exposures to unfamiliar words, the student is able to read that word fluently.

• The student is a good speller.

The whole point of reading is to under­ stand the information or the story (com­ prehension). Comprehension is extremely complex and has many facets. Strong read­ ers are able to demonstrate comprehension by discussing the information or story with 18 bcparent.ca • education issue 2016

you and being able to answer questions about it as well as being able to “read be­ tween the lines” and make some inferences and draw conclusions.

Strong comprehension also involves the ability to create mental images while read­ ing or listening. This can be encouraged by parents. So, for example, if you are reading a story to you child, you can say something like: “I’m picturing (use the main charac­ ter’s name) to be a tall guy (assuming it is a guy) with (describe what he is wearing) and now I see him running through the woods (describe the woods in some detail) running after (maybe the bad guy). How about you?

What you are picturing in your mind?”

The ability to create mental images while reading is a very strong foundation for over­ all comprehension. You need to encourage it with your child as much as possible.

If your child shows many of the indica­ tors of a strong reader, consider yourself very fortunate. Weaker readers display many “red flags” that are primarily the opposite of good readers.

Weaker readers:

• Struggle with learning the alphabet at an early age. They also struggle with learning

that sounds are represented by letters.

• Avoid activities involving reading.

• Sound out a word on a page and then sound it out again the next time they see it with no apparent memory of the first exposure. This happens many times over, more than just the three or four exposures needed by good readers.

• Have difficulty with spelling. They may be able to spell words correctly on a week­ ly spelling test but forget them quickly a few days later.

• Create “Word War III” at home when it comes to reading practice.

• May understand passages when you read them but cannot understand them on their own, primarily because they can’t correct­ ly identify the words on the page in the first place.

• Use extensive guessing to identify words on a page. Sometimes the guesses are ac­ curate but often they are not and destroy the meaning of the passage.

Weaker readers often need specialized help to get them over the barriers that are preventing them from becoming good read­ ers. Many times though, parents are told to “practice, practice, practice” and the student will improve. However, improvement often

doesn’t happen—because the child is just practicing bad habits such as guessing and trying to just memorize the words by sight.

Good readers are strong decoders. That is, they read words quickly and accurately be­ cause they have grasped all the letter/sound connections they need for the process. They do not use “sight words” or guessing. Those strategies are used only by weak readers and they are not good teaching tools.

As a parent, if you have concerns about your child’s reading development, you should, of course, discuss it with your child’s teacher. If the teacher agrees, then some form of help may be instituted at the school level. If your child’s reading improves and they start to display most of the characteris­ tics of good readers noted above, then count yourself as lucky. If, despite such help, your child still shows many of the characteristics of a weaker reader, then some form of spe­ cialized assistance may be needed.

Assessments are a good way to at least get some idea of where your child stands relative to the general age group they are in. However, many formal assessments only provide a diagnosis, such as “reading dis­

ability,” but do not provide a program of systematic intervention that can provide your child with a substantial improvement in their reading.

By contrast, “intervention-based” assess­ ments are offered in a few specialized clinics including The Reading Foundation in Van­ couver. Intervention-based assessments pro­ vide a clearer picture of the processes that block your child’s reading and provide you with information about programs that can improve those processes.

The scientific research on reading over the last 30 years has provided us with a much clearer picture of how good readers learn to read and what processes blocks weaker readers. If those processes are not di­ rectly addressed with a strong intervention program, then unfortunately, there is little positive change in your child’s reading as the years go on.

There is always, of course, the possibility that a weak reader becomes a strong reader.

Some students are indeed “late bloomers.”

However, that is certainly the exception and not the rule. The scientific research is clear in concluding that weak readers at an early

age typically remain so unless an effective intervention takes place.

If you sense your child’s reading is not de­ veloping as it should, my experience with parents—both as a school psychologist (I did that work for 12 years) and now as the director of The Reading Foundation for the last 26 years—is that you, the parent, are probably right.

Your child’s reading is critical to their suc­ cess as students, so take action when you feel it is needed. If the school is helpful, then be grateful. If not, seek outside help.

Follow your instincts.

Dr. Steve Truch is the Director of The Reading Foundation, a private clinic with offices in Calgary, Toronto, and Vancouver that diagnoses and treats difficulties in reading, spelling, writing, math, and comprehension. Founding the Calgary clinic in 1990; the Vancouver clinic in 1994, and the Toronto clinic in 2016, Dr. Truch is an educational psychologist who specializes in learning and learning disabilities. Prior to starting The Reading Foundation, Dr. Truch was a school psychologist for 12 years and also served as a classroom teacher and assistant superintendent for special education. A thought leader in the area of learning and literacy for the past three decades, he is dedicated to improving the treatment of learning issues relating to reading, spelling, math and writing. His extensive range of experience with parents, school districts, teachers, and students has given him and The Reading Foundation a North American reputation for excellence.

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bcparent.ca • education issue 2016 19

Because they learn differently, it’s quite common for children with dyslexia to fall behind in reading and math... …fortunately, there is a way to help your child love learning again!

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arents often seek out specialized schooling for their child when the mainstream system cannot accom­ modate his or her learning needs. Because they learn differently, it’s quite common for children with dyslexia (or other languagebased learning differences) to fall behind in reading and math, without ever receiv­ ing the kind of instruction and personalized support they need to succeed. This is natu­ rally frustrating for both child and parents, inevitably leading to lost confidence and a mistrust of the educational system.

Fortunately, there is a way to help your child love learning again! It’s all about find­

ing an educational environment with the right kind of support and expertise. Follow these five steps to find a specialized school for learning disabilities that can set your child on the path to success.

insights into the educational program, over­ all atmosphere, and character of the staff/ faculty at each school.

Research schools for students with

While you’re visiting each school, ask for information about their experience and expertise working with students who have language-based learning differences. For example, if an institution refers to itself as a school for children with dyslexia, it is important to look for clear evidence of their unique qualifications in this area.

learning disabilities in your area

Step number one is to identify appropriate schools in your area. Try searching online for specialized schools in Vancouver, White Rock, Burnaby, or Richmond, for example.

Create a shortlist of candidates within vi­ able travel distance, and book a visit to tour each school. The tour will offer important

Look for demonstrated proof of expertise in the area of learning disabilities

Continued on page 22 bcparent.ca • education issue 2016 21

Specialized Schools (Cont’d from page 21)

We suggest the following: • Talk with admissions personnel or school leaders about which methods they utilize, and what research and theory guides their teaching practise.

• Ask what kind of education or special qualifications instructors have earned in the area of language-based learning differ­ ences, like dyslexia.

• Inquire about each school’s graduation rates, how many of their students go on to attend university, and where those gradu­ ates are now.

• Talk with parents of enrolled children about their experiences at the school.

Consider each school’s educational philosophy: which one resonates with your beliefs?

Like any reputable educational institution, a specialized school for learning disabilities should have a clearly articulated educational philosophy. You will find this message stat­ ed on their website (and likely in the entry­ way of the school itself ), perhaps expressed

as a mission, vision, or list of core values.

When you speak with staff and teachers at the schools you visit, each individual should tell the same “philosophical story” in simple terms that are easily understood. Consider which philosophy best matches your own beliefs—and what you want most for your child. A school with an inspiring, achievable vision is worth looking into more closely.

Be aware of Evergreen streams that don’t lead to graduation

When seeking out a specialized school, it’s crucial for parents to understand the differ­ ence between a British Columbia Certificate of Graduation, and a British Columbia School Completion Certificate.

The BC Certificate of Graduation (other­ wise known as the “Dogwood Diploma”) is granted to students who have followed the provincial curriculum and met ministry re­ quirements for graduation.

The BC School Completion Certificate (or “Evergreen”) is awarded to students who have completed an educational program that was not designed to meet graduation requirements (sometimes called a modified

URGENT PROOF!

program). Trusting parents can find out too late that their child was diverted from a graduation stream by well-meaning but un­ informed educators.

When researching and touring each school, be sure to clarify which institutions lead to graduation versus completion. And if graduation is the goal, we recommend asking about their post-secondary planning programs and other measures for successful transition to college or university.

Try out the school by attending their tutoring or summer program

If you have narrowed down your options to one favourite school, why not give their tutoring or summer programs a try?

Most specialized schools offer one-to-one

By Cheryl Johnson and Jan Pierce afternoon tutoring during the school year, Proofingover is the of the advertiser. plus a rangeNOTE: of programs theresponsibility summer to keep skills sharp.

You should be able to Please email approval or changes to bcparent@shaw.ca find both group intensive Thankand youone-to-one for your cooperation. summer options for your child. t’s no secret that today’s fast-paced life­ style leaves many of us feeling as if we’re Fraser Academy is a fully accredited, independent day school running on a never-ending treadmill. for grades 1–12 students, based in Vancouver, BC. They are leaders in the empowerment and education of students with dyslexia We’re pressured to over-schedule, overdo and other language-based learning differences. and overspend. It takes a conscious effort to simplify and allow time for quiet and reflec­ tion in our adult lives.

No wonder our children mirror our overlyMontessori Preschool busy lives, often to their emotional detri­ ment. Their days may be too full of sched­ in Dunbar uled activities to allow time for healthy, helps children develop unstructured play, and play is the childhood positive social skills, equivalent of work. It needs to happen.

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The Power of Creative Play

Plugged or Unplugged

There’s good news. When given a quiet “unplugged” environment, children will enter into creative play. They’ll use the props around them—household items, openended toys, art supplies and they’ll pretend something. Children, like adults, need space in which to create. They need permission to move from an “entertain me” attitude to a “let’s see what I can do on my own” attitude.

While screen activities can be healthy and educational, it’s a wise mom who’s proactive in providing her children regular quiet times for creative play.

The Benefits

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Child development experts such as Piaget and Vygotsky believe that creative play is key to a child’s social, emotional and cognitive devel­ opment. Children learn by experience and pretend play provides a safe environment to

test various scenarios found in real life.

Cognitive Development: Pretend play sce­ narios promote foundational understand­ ings for future language and mathematical success. For example, the simple process of acting out “going to the store” with several different outcomes, (“Today we bought apples, yesterday, carrots”) lays the founda­ tion for children to contemplate more than one solution to a problem. And engaging in dialogue created for play characters is a cer­ tain vocabulary builder.

Social Development: When children enter into pretend play with another child there are opportunities for growth in social skills such as taking turns or agreeing on rules.

But even when a child pretends alone there are social benefits as a child directs the play of several characters, manages problems as they arise and functions as “king or queen” of the created realm.

Emotional Development: In pretend play

children have the opportunity to address situations which are causing stress or fear.

Perhaps your child is afraid of an upcoming visit to the doctor. Pretend playing Doctor’s Office is a wonderful way to de-stress and face those fears in a safe environment—his or her own play area.

As your family life unfolds week by week, be pro-active in scheduling both struc­ tured and unstructured play times. While structured activities such as music lessons or team sports have their place in a wellbalanced life, our challenge today is to iden­ tify quiet spaces and protect them. There’s power in your child’s unstructured, un­ plugged, creative play.

Cheryl Johnson, MEd, is the Director of the Child Development Program of Washington State University, Vancouver, WA. Jan Pierce, MEd, is a retired teacher and freelance writer specializing in education and family life articles. She is the author of Homegrown Readers, available at Amazon and Barnes and Noble. Find Jan at www.janpierce.net. This article first appeared in Momsense Magazine, Winter, 2012.

A list of suggestions for creative play stations in the home: • Doctor’s office: a play medical kit, white shirt, bandages, • Post office: supplies of papers, pencils, markers, envelopes, stickers for stamps • Hair Salon: combs, spray bottle, sheet for drape, dolls, • Grocery Store: recycle food containers, cardboard boxes, pretend food items, play cash register, play money • Dentist’s Office: toothbrushes, pretend toothpaste, drape, floss, dolls • Restaurant: paper and pencil for orders, pretend food, play cookware and dishes • School: books, paper and pencils, art supplies, white boards, magnetic letters, etc.

• Author: paper, tape recorder, pencils, paper, stapler, stickers • Veterinarian: stuffed animals, bandages, pretend food, baskets, boxes • Florist: plastic or silk flowers, vases, jars, scissors, tape, cash register, money

bcparent.ca • education issue 2016 23

12

Quick Privacy Tips for Parents

By Daphne Guerrero

Assessment, Counselling and Consultation Services

To understand the nature of the personal information they may be sharing, you should experience their favourite devices and on-line spaces for yourself.

I

t can be tough raising kids in a digital environment. Many of them use the Internet effortlessly, and easily adapt to new devices that connect to it. For many of us, these tools have become a routine part of our children’s lives, as they use them to chat, surf, post, play and learn. The Internet has become one of the most powerful tools they have to connect with friends and make new ones.

Many kids, however, don’t fully under­ stand the impact that some online activities may have on their privacy. Below are 12 tips to help you limit the risks to your children’s personal information, while allowing them to make the most of their time online.

online games they love, create a profile on the social networking sites they frequent, and download some music.

1. Talk to your kids. It’s important to

sites have extensive privacy options that children should learn to use. For each site where your kids are posting information about themselves, their family and their friends, sit down with them and review that site’s privacy policy. Then modify the privacy settings of their account, and have them consider how the information they are posting could be used—or misused—by others.

know the Internet spaces your kids frequent and the devices they use to go online, to help you understand the nature of personal information they may be sharing.

Technology changes rapidly and many children are ahead of adults in adapting to new options. Talk with them often about their online activities to keep up with what they are doing and interested in.

3. Keep up with the technology.

Many mobile devices, like smart phones, tablets and gaming consoles, can connect to the web and have video cameras. The lines between devices are blurring, and it is important to know what kind of device your child has, so that you know whether they are merely playing a game, or if they are using the Internet and sharing personal information.

4. Make restricting privacy set­ tings a habit. Most social networking

2. Try it out. It’s not enough to know what 5. Make password protection a online spaces and devices your kids are priority. Children need to understand using. To understand the nature of the personal information they are sharing, you should know how they are using and experiencing them. So, dive in. Try out the family web cam if you have one, play the 24 bcparent.ca • education issue 2016

that their online information will be better protected if they use passwords. They should use different passwords for different sites and they should change them regularly.

Encourage them to ensure their passwords

are strong (eight characters or more and a variety of letters and/or numbers), to change them regularly, and to never share them with anyone.

6. Emphasize the importance of pro­tect­ing mobile devices. The first thing anyone should do with a new mobile device is activate the password protection.

Talk to your kids about this, and the importance of protecting the device itself— not just because it may be expensive, but because it may contain their personal information. A device that gets into the wrong hands could result in embarrassing or even malicious videos or pictures being posted online by someone else in your child’s name.

7. Remind your kids that what they post on the Internet is not always private. Your kids should understand that once they post content online, they no longer have control over it. It can be forwarded, copied and pasted, manipulated, printed out or saved—it can remain online, in some form, potentially forever. They should know that even password-protected pages are not totally secure, and that deleting information doesn’t mean that it’s gone forever.

8. Teach your kids to think before they click. It can take only seconds to snap a photo and post it to the Internet,

or to post a comment. But it can be nearly impossible to permanently delete that com­ ment or photo once it’s posted, as it can then be downloaded or archived by others.

This is why it’s so important for kids to think twice about every piece of personal information before they post it to the Internet. They should only post things that they would be comfortable with the whole world seeing.

9. Stress the importance of know­ ing your real friends. Kids need to know that, on­line, they can’t be 100% sure of who they’re talking to, so they should never accept friend requests from people they don’t know in real life. Online friends can end up accessing online photo albums, reading personal comments, copying and pasting information, knowing what you’re doing and where you are. Remind your kids that a “friend” of a “friend” of a real-life friend is really just a stranger.

10. Teach your kids that their personal information is valuable.

Kids need to know that many people and companies want their personal information to sell or market things to them in the future.

New and exciting technologies are emerging daily, but often personal information is the cost of admission. Review the personal information they often need to surrender in order to play online games, fill out an online survey or quiz, join virtual worlds

or even just shop online. Discuss potential ways to limit that information, for example, by completing only required fields, using pseudonyms, and using incomplete infor­ mation.

11. Let your kids know that you are there if they make a privacy mistake. Stay calm if your child makes a mistake, like posting something they shouldn’t have. Help them remove the post, where possible, and talk with them about how they can avoid a similar mistake in the future. If you “freak out” or deny access to them, they may not come to you for help when they really need it in future.

Our Registered Psychologist offers therapeutic and assessment services for children in a family-run practice in both Vancouver and Nanaimo.

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12. Set a good example. Remember, those cute potty training or bathing photos of your own child that you are tempted to post can also be copied and shared, and remain online forever! Just as you would respect your friends when posting photos or other items that contain their personal information, respect your kids’ personal information too. Set a good example when you’re online so your kids have a good role model to look to if they’re wondering what kind of information is OK to post.

Daphne Guerrero encourages people to think and talk about digital privacy as the manager of public education and outreach at the Office of the Privacy Commissioner of Canada. A frequent speaker on children’s online privacy, she also spent several years at the non-profit MediaSmarts, developing media literacy resources.

She’s a mom to two young kids.

Handling cases involving custody of and access to children with care in BC since 1982

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number if you are working on a points system. With tokens, when you run out, you need to babysit to earn some more.

4. Tracking points. If you’re using the points system, some groups have a bookholder where all the points are tallied. Oth­ ers have each member with their own notebook (a school exercise book with columns drawn) in which points are re­ corded at the end of each babysitting night and signed by sitter and parent.

Or, if you want to go digital, you can use mynightoff.com, a free site that organizes and keeps track for the group.

5. Method of asking for a sitter. Do you want to have a group email? Call or text people?

6. How to add new members. Some groups stipulate that new members can only join if “approved” by two or more existing members.

7. How to leave the group. In the event of a member leaving the circle, he/she should try to have the starting amount of tokens/ points, so they don’t get all the free baby­ sitting and then quit.

8. Acceptable situations. For example, some

groups may decide that younger kids need to be in bed, older ones ready for bed and expected to put themselves in bed. Babies must be sleeping through the evening, but sitter may be asked to give a bottle, etc.

Once you have decided on the details with your circle members, then it’s time to make plans and have a night out. Whether you ar­ range nights out in advance at the monthly meetings or book them spontaneously, the key is to relax knowing that another parent is watching your sweet child and enjoy a nice night out!

Things to leave with your sitter • Estimated time of return to be agreed with sitter • Emergency contact details • Where clean bedding is kept • Where clean PJs are • Handy hints to settle those who wake (they always settle quicker if it’s done the same way as mommy/daddy) • Tips on how to work the TV • Snacks

Useful Tips • Members should only stay in the circle if they are contributing by going out and sitting reasonably often.

Members who are not going out much should leave to make room for others.

• Encourage both parents to do their fair share of the sitting, but state who is coming—mom or dad.

• Try not to exclude single parents just because they may not be able to babysit for others in the evening.

They might be able to baby sit in the day/ pick up from school etc.

• Try to spread the points around by using different members of the circle.

BUT ONLY LEAVE YOUR CHILDREN WITH SOMEONE YOU KNOW AND TRUST. You don’t have to accept someone to sit for you just because they are in the circle.

• More than a dozen members risk splitting into subgroups. If this happens it is probably better to split into two separate groups.

Time to enlist the Babysitting Circle!

By Carlie Parkinson

O

n a recent trip to the UK, I was asked by my mother in law if I had a babysitting circle? I wasn’t sure what she was talking about, and when I Googled it I realized I didn’t have one and wow—did I ever need one!

What is a babysitting circle, you ask?

Well, in short, it’s a group (circle) of parents that know each other and agree to trade off nights of babysitting in exchange for points or tokens, so that as parents, we can still have lives outside of our children.

How it works can be a little more com­ plicated. It seems that the process has been formalized in the UK which makes it easier for us Canadians to adopt it. So here is the information that I found on setting up a babysitting circle.

To get started there needs to be 5–10 fam­ ilies. Ideally, they should all know each oth­ er. If not, each member should know at least 26 bcparent.ca • education issue 2016

two other members. It helps to get together socially from time to time with the children to make sure everyone is familiar with one another. It’s also an excellent way to meet new friends in your community. At the very least, before you get started you should

In short, it’s a group of parents that know each other and agree to trade off nights of babysitting, so that as parents, we can still have lives outside of our children.

arrange a meeting where you can decide the rules of how the group will run.

Here is a list of specifics to decide on at the first meeting: 1. Form of payment. Each member starts with points or tokens to exchange. Choose

whichever method works for the group.

Personally, I feel tokens have less associated admin and can be bought from amazon. ca.

2. Amount per ½ hour. For example: every time you babysit you earn 1 point/token for each ½ hour before 11 pm or mid­ night and 2 points for each ½ hour after 11 pm or midnight. Some groups also double the points if it is before 7pm as bedtime is then the sitter’s responsibil­ ity. Time is rounded up to the nearest half an hour. When you go out, you give your points/tokens to the babysitter who came.

3. Maximum tokens/points. Some groups recommend that members do not accu­ mulate more than a maximum point or token amount—meaning they need to go out more, and spend their points! They also recommend a maximum negative

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Your evening could end prematurely if there is a sudden wind­ storm or rain shower. If your kids have on enough layers of tights and long underwear underneath their costumes, they won’t fal­ ter even if they get a little wet. And if you are walking with a young child or children, bring a large umbrella, and keep a couple of compact umbrellas in your pack for older kids who will say they won’t need them, but then might.

Eat a high-protein dinner. ‘Tis the season for over-indulging in sugar, which means it’s more important than any other time of year to emphasize three healthy highprotein meals a day. Be sure to give your kids limits on how much sugar they may consume between meals. Take their candy away and mete it out yourself if they don’t comply with your limits or can’t seem to wean themselves off the sugar roller coaster.

Practice their refrains. Commit to making the night pleasant for all. “Trick-or-treat!” and “Thank you!” are the only things young children need to be able to say their first couple of years out. But encourage older children to be more cordial especially to the older folks in the ‘hood, who will likely opt out altogether if they are offended by enough poorly behaved kids. How about making a chorus of “Happy Halloween!” or “Have a great night!” mandatory before the kids run off to the next house?

Be prepared. Plastic and paper bags for Invest in warm & dry.

By Christina Katz

lister abound, sugar levels soar, dehydration ensues, and next thing you know, what started as a fun, festive night feels more like a ghoulish nightmare.

The uncomfortable truth is that Halloween costumes are often flimsy and lack the insulation needed to stave off a brisk autumn chill. Kids’ candy bags can quickly become over-stuffed to the point of creating a cascade of candy—and tears—as the evening wears on.

Before you turn into a witch or a warlock, parents, remember, the key to enjoying All Hallows’ Eve is as simple as rallying the troops in advance, going over your expectations, and getting prepared for anything that might go amiss. Here are some tips from a mom who has literally been around the block a few times: Split into age groups. Have one parent take one age group and the other parent take the other age group. Tweens like to run in packs and they move fast, so wear sneak28 bcparent.ca • education issue 2016

ers and layers you can lose, if you plan on keeping up with them. Toddlers and preschoolers may dawdle or tire quickly, so choose the more patient parent to accompany them. Or consider taking two shifts, one earlier in the evening for younger kids and another later in the evening for older kids, trading off who stays home to hand out candy.

Wear a backpack. Maybe it seems extreme to gear up as though you are going for an overnight hike just to walk a few blocks around the neighborhood but the weather is fickle this time of year, and once you grab everything you need for a pleasant evening, you will be amazed by how much stuff you have to tote. And don’t be surprised if your kids shed pieces of their costumes as the excitement heats up. A shoulder bag may feel fine for the first fifteen minutes of the night, but after two-hours, you will likely wish you had brought the backpack.

treats are out. They are the most likely to rip or tear. Pillowcases are better, but these too may split open when stuffed. So what­ ever you do, don’t let the kids use your good set. Whatever they carry, stuff a few extra bags in your backpack in case you need replacements. Also carry band-aids for blis­ ters, water for hydration, and cash on hand in case you come across a food cart selling something you might enjoy. And, of course, don’t forget the camera.

Aim for the middle. If you are driving to another neighborhood to walk with a friend or friends, consider parking your vehicle in the middle of the neighbor­ hood instead of on the edge or back at the friend’s house. This way, if you need to make an early exit for any reason, you’ll be that much closer to your escape car. When bringing along very young children with older children consider bringing along a stroller or wagon. Even if the kids insist they don’t need one, they might want one later after exhaustion sets in.

Use social sense. No one likes to feel left out, so encourage your kids to invite new or shy kids who might not already be part of a group to join you. Or, if you know that you will all have a better time if it’s just you and your kids, don’t feel bad about breaking off from a group.

Halloween is a great opportunity to teach kids about doing what works best for your family rather than always going along with

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the crowd. On the other hand, if there is a crowd you need to keep up with, now you will be ready. Happy Halloween!

Christina Katz’ favorite Halloween costume was the Tin Man from the Wizard of Oz. She is proud to share that she made the costume herself.

Trick-or-treat Preparedness: Umbrellas Water bottles Band-aids Extra treat bags Lip balm Throat lozenges Cell phone/Camera Protein snack like nuts or gogurt Backpack or shoulder bag Stroller or wagon Flashlight

Halloween Celebrations in BC Lower Mainland/Fraser Valley

Okanagan

Vancouver Island

Roadside Harvest Social Fridays, Saturdays and Sundays from 11:00 am to 6:00 pm until October 23rd 36737 North Parallel Rd., Abbotsford BC 604/751-6389 abbyroadside.com

McMillan Pumpkin Patch September 24 until Hallowe’en #1, 3690 Berard Rd., Kelowna mcmillanfarms.ca

Halloween in Victoria September 30–October 31 tourismvictoria.com/events/halloween

Stanley Park Ghost Train October 8–31, 2016

Fright Nights at the PNE October 7–31 Playland Entrance at East Hastings and Windermere St. frightnights.ca Haunted Village Burnaby Village Museum October 27–30, 2016 Burnabyvillagemuseum.ca

Family Pumpkin Festival in Vernon Every weekend in October, 10 am 3111 Davison Rd., Vernon davisonorchards.ca

Mad Hatter’s Tea Party at the London Tube Restaurant October 01–31 The London Tube 642 Johnson Street, Victoria londontuberestaurant.com

bcparent.ca • education issue 2016 29

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9/26/16 4:42 PM