S.P.I.C.E of Learning 2011 SPRING EDITION
Social Networking: Ban or Engage? Flower Essence & Childrenâ€™s Development plus
Free Zine Publication
Learning Resources Edumazing People ART of SUCCESS COMPETITION
eduNote We are very excited to share our first Zine - S.P.I.C.E of Learning, which we created for educators, parents and learning organisations, to celebrate and share valuable information and resources that support quality life-long learning for all. The title S.P.I.C.E. of Learning forms a strong part of our philosophy of learning and life-long success. In this first issue we explain its importance and how it shapes our learning. We also share the story of our first Edumazing EducatorAndrea Elbe. Her teaching journey provides a perfect connection to the S.P.I.C.E. of learning and our need to be holistic in our learning approach if we are to succeed. We hope you enjoy reading our Zine and invite you to contribute your thoughts and ideas in upcoming editions. - From the Edumazing team.
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ÂŠ edumazingÂŽ 2011 All Rights Reserved.
Inside: The S.P.I.C.E of Learning Philosophy P. 4 Edumazing People P. 6 Art of Success Competition P. 9
Childrenâ€™s Developmental and Learning Challenges - Mind, Body, Spirit P. 10 Defining Dyslexia P. 12 Social Networking: Ban or Engage? (Part 1 - The Parent Factor) P. 14 Edumazing Resources P. 16
Edumazing Gems P. 19 Educator Learning Menu P. 20 Community Learning Menu P. 21 Community Wall P. 22 Page 16
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The S.P.I.C.E of Learning Philosophy Georgina Pazzi
hy are so many learners able to learn, but for some reason don’t? Perhaps you know one of these
these factors must be understood and supported if learners are to reach their true potential.
learners- a student or son or daughter- or perhaps you have been one yourself. At school ‘learning’ is generally attributed to the intellectual aspects, predominantly literacy and numeracy. Yet if we reflect on our own learning throughout our lives we will notice that ‘intellectual’ learning only makes up a portion of our learning success. Learning can occur because we show interest or confidence in the ‘subject’. Learning can be inhibited because we associate the ‘subject’ with a negative past experience or there are other reasons we are reluctant to learn.
The Social factor suggests that the social impact of a situation can prevent or support our learning. It considers the learner’s relationships with others and how this affects learning. A child with no friends to play with; an argument with your spouse that prevents you from concentrating; a social group where you feel unwelcome or unappreciated; these are just some examples of the social issues we face as learners that provide huge blockers in our learning journey.
In fact, many factors shape our learning success, and through our experience at Edumazing we have discovered we can summarise these into what we have called the ‘S.P.I.C.E’ of Learning: the Social, Physical, Intellectual, Cultural and Emotional connections to learning. All of 4
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The Physical factor considers both the physical state of the learner that either supports or limits their learning, and the physical environment the learner is in. Lack of sleep or inadequate diet can significantly reduce their capacity to learn. Physical or intellectual disabilities may limit the ability to learn a particular
skill. The learner may be in an environment that stimulates their learning through pictures, words, tactile objects and sounds. Alternatively, they could be in an environment that limits their learning through lack of sufficient light, extreme temperatures, limited space and/or distractions. The Intellectual factor focuses on the learner’s academic intelligence. The capacity to learn academic skills has the most focus in classrooms, but won’t be as beneficial if other S.P.I.C.E factors aren’t considered in shaping the quality of learning and the learner’s readiness to learn. Even when other SPICE factors are not blocking academic learning, learners must be challenged to learn without it being too difficult or too easy if they are to improve their intellectual capacity. The Cultural factor is the most profound and is affected by, and affects, all of the other factors. It relates to the learner’s personality, their background, and the beliefs, attitudes, interests and experiences that shape their identity. It considers family influences that affect the learner’s thinking and actions, and refers to their self-worth, confidence levels, motivation and morale. If a learner feels good about themselves and has strategies in place to support their learning, they are more likely to experience successful learning. The Emotional factor is gaining huge momentum in being recognised as a powerful force in learning success. The learner’s feelings hugely influence their connections with others and their learning
subject. Emotional intelligence plays a crucial role in learning, one that must not be neglected in any learning setting. Negative emotions about the ‘subject’ will have a negative impact on learning, whereas positive emotions will have a positive impact. If we are aware of how we feel, this will impact on how we learn and what we learn. How well do you know your own S.P.I.C.E. factors that help shape your own learning? How do you provide opportunities for others to learn that support each of these factors? If all learners are to shine we must understand their S.P.I.C.E. factors. The S.P.I.C.E. of Learning has the ingredients to help learners meet their learning ability. Next time you see a child having difficulties learning, consider all the possible reasons why they are not learning. It may not be their lack of skills, but a S.P.I.C.E. factor or factors that have not been understood and supported.
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edumazing PEOPLE Andrea Elbe Teacher: Baden Powell P-9 College
ndrea Elbe is an edumazing Educator and Parent for so many reasons. We met her at two of our
educator workshops and her passion for teaching and commitment to student holistic needs was so outstanding and inspiring that we had to find out more. After teaching for a few years in a small country town in New Zealand, Andrea raised five of her own children who taught her so much about life and learning, including being more empathetic as a teacher. With one of her twin sons suffering from dyslexia, school became a constant challenge for him and a challenge for her as a mother who had to help his teachers understand that he was different, not dumb or difficult. “I guess it helped me understand the gifts and intellect the failing student actually has,” Andrea tells us. Andrea’s eldest daughter- as an articulate “naughty at 4 in the afternoon” two year old- taught her a valuable lesson one
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afternoon when she poured sugar all over the kitchen table and watched Andrea for her reaction. “I did the predictable thing and ranted and raved, until she looked at me calmly
and said ‘it’s good fun making you cross Mummy!’ From that day I changed my reaction and learnt to stay calm and don’t engage in argument. It’s what they want – you lose”. This has become one of Andrea’s guiding principles in her teaching. Andrea taught as a Relief Teacher (CRT), part-time Teacher (releasing grad teachers, senior teachers and reading recovery teachers) for 9 years with students from 5 to 11. There have been a number of WOW moments, some of which she didn’t recognise until years later. Andrea eventually taught in an Intermediate school with 11-13 year olds, spending her final four years there developing and leading the school’s Digitally Enhanced Initiative. She thoroughly enjoyed this journey and felt it improved the learning of students in her care. She used the ‘Habits of Mind’ within her classroom and worked with Georgette Jenson and Alan Cooper to improve her students’ desire to learn and take charge of their own future. While sometimes she felt it might not have sunk in with some students, in fact this wasn’t the case. Three years after teaching a challenging student with a poor attitude for learning, he approached her at the local pool with a big grin on his face. “He gave me a hug and said ‘Miss, I just have to say thank you for teaching me about respect. I want you to know I am still at school and I am doing really well. I want to stay until I am in Year 12’. It was
the last thing I expected from him and it had a huge impact on me. It made the entire year I’d spent ignoring others who said ‘don’t bother’ worth it, teaching me to never ever give up. You never know when the penny may drop”. Andrea attributes another important teaching experience to the day she decided to let her students discover how to use the software Inspiration through exploration rather than her teaching it. “One student, who had a reading age of 6 and struggling in Maths, took only a few minutes to learn the software, and proceeded to teach the rest of the class how to use it, as well as how to master animation in PowerPoint. He then received 100% in a listening test; one of only 3 out of a class of 33 to do so. This student hardly ever wanted to go to school when he was younger, but his newfound talents and recognition of his potential gave him a new enthusiasm for learning. I’m still in contact with his mum, who says that at 14 this boy was speaking to large groups of teenagers and adults about his love of surfing. “He is a survivor who taught me that we should recognise that schools measure success in terms of literacy and numeracy but this is not a measure of intellect or potential. Fostering self-belief is paramount for eventual success in life. We must find something we are good at”. These are just some of Andrea’s most treasured memories of teaching, although Andrea says she feels she is more a “facilitator of learning” than a teacher. “I treat every child in my class as if they SPRING EDITION 2011 | 7
were my own, and continue to keep in contact with many of my students after they leave my care.” Andrea believes that unless you develop the student as a whole person, a lot of learning is wasted, and wishes that those who make decisions understood that there are more ways of measuring a child’s future potential than testing areas some children will never excel in.
“After all, how many highly successful adults in many walks of life failed at school? And how many are in prison because they had the stigma of failure entrenched in their sense of self for their entire schooling? Some succeed in spite of their education and some fail in life because of it”. Andrea’s philosophy of teaching is shared in this edumazing recipe:
My Recipe for the Ideal Class Collect a bunch of awesome kids. Combine together in a welcoming space. Immerse in scintillating language, Mathematical challenges, Words of wisdom. Celebrate individuality. Push a little - tease a little. Discover their hidden talents. Mix ever so gently with special care. Allow room for mistakes to learn from. Make ample space for careful conversation. Take time to really listen; time to ponder a problem. Encourage self-belief and demand the extra mile. Show care, compassion and endless patience. Fill with laughter and love. Stir in psychedelic smiles, high expectations, hard work, and acceptance. Adore - enjoy, Set free. Andrea Elbe Thank you Andrea for sharing why you are truly an Edumazing Educator, Mother and person. We know so many people value the positive difference you have made in their lives. Congratulations on your outstanding achievements.
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If you know someone who makes an Edumazing difference in learning (a parent, young person, educator and/or organisation) please contact us to cover their story. There are so many out there that must be shared and congratulated.
Art Competition What does ‘SUCCESS’ mean to you? For: Year 7 to Year 9 students Unleash your creative genius and show us in an artistic form through drawing, painting or photography what ‘Success’ means to you.
First Prize: iPod Touch
The winner will receive an iPod Touch and a free spot in our next Art of Success workshop.
There will also be three $100 iTunes Vouchers for the following categories: ‘Being Unique’ ‘Imagination Plus’ ‘Extraordinary Effort’ Entries Close: Friday 14th October 2011 at 4:00pm Winners Notified: Friday 21st October 2011 Mail entries to: Edumazing P.O. Box 551 Werribee 3030 Drop off entries at: Edumazing Level 1, 84 Synnot Street, Werribee (please call us first to arrange a suitable time on 9731 1400) Entries must include Full name, age, school, address & contact number. Short listed & winning entries will be shown in the next Zine & on-line.
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Children’s Developmental and Learning Challenges Mind, Body, Spirit Arte’ Ma
e are understanding more and more about ourselves, our body and how we think - and how this all works together. We’ve come to learn that our experiences, environment and thoughts also affect how we feel, how we view things, how we act, and our overall sense of wellbeing. Discoveries have been made across all fields of science, medicine, physics and nature to help us further understand how we can overcome what seemed before to be insurmountable; to look at ourselves as a whole, or sum parts of a whole functioning co-ordinated human being. Our children are so precious and we want them to one day be happy, healthy and to make a worthwhile contribution to their families and community. We want them to prosper from what we’ve learned also. We want to give them every opportunity to be the best they can be, but these days they seem to be under so much pressure, rapid change and uncertainty. Obstacles and challenges with their development and learning are therefore of key concern to most parents and teachers – as it should be. We all know
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a good night’s sleep, healthy food, exercise and play is vital for a growing and developing child. And while these are mainly physical needs- with the exception of play- it is widely understood that the emotional life of a child has a significant bearing on their ability to learn, socialise, develop and even on their health. There are different ways to approach this. I have found over the years of working with people, and as a mother myself, that children find it very difficult to verbalise how they feel and what may actually be going on with them in their minds, feelings and their world. We can observe their behaviours easily enough and read how they’re doing in school, but getting to the root of why, and being able to engage them enough to
make the necessary changes can be quite difficult, if not impossible at times.
or practitioner, and they are a valuable resource that can be used to help improve a child’s health and wellbeing.
Flower essence can be an invaluable support, treatment and remedy for change in this area, working with the physical, emotional, mental and energetic aspects of a person. We know Nature provides for our physical health with food and medicines, but She also provides for our emotional health. Many studies have been done to substantiate this, and in my own personal experiences I find them to be a subtle yet powerful way to overcome obstacles, facilitate change and re-dress imbalances.
“Nearly all situations experience improvement, and many find they have overcome these issues entirely.” Problems such as lack of focus and concentration for a child, anxiety, dyslexia, ADHD, Autism, lack of confidence, anger, headaches, learning difficulties, separation or divorce of parents, or vagueness can be addressed relatively easily. I have seen nearly all situations experience improvement, and many find they can overcome these issues entirely. I have also seen handicapped children improve where doctors have said they would not. We’ve all heard of these stories, but I’ve actually experienced seeing it happen first-hand.
Arte’ Ma is a unique Visionary, a Wisdom Leader, Teacher, Healer and Counsellor. She works with babies, children, teenagers, adults, couples and families. She has been called a leader for our times, a wise woman, whose knowledge transcends the customary and the popular. Arte’ Ma surprises people with her simple yet profound guidance, making a positive difference to all those that work with her. If you would like more information about this article or require Arte’ Ma’s services, you can contact her on 9974-0974. More information about Arte’ Ma can also be located online at: http://bit.ly/sacrednature.
Flower essences are most powerful when the child is working with another, like a parent, learning coach, teacher SPRING EDITION 2011 | 11
Defining Dyslexia Kristin Anthian
s an educational consultant for Learning Difficulties Australia (LDA), a question that is often raised by teachers and parents alike is ‘how do I know if my student/child has dyslexia, and what is it exactly’?
The answer is a complex one, and has to be defined in terms of what we currently know about learning difficulties in the Australian context. While the term dyslexia is widely used and acknowledged overseas, in Australia we tend to use the term ‘specific learning disability’ or ‘difficulty’. Learning difficulties are classified into three main groups. First, there are students with general learning difficulties, which constitute between 10-25% of the population. These are students who may not have had the same opportunity to develop their literacy or numeracy skills and are developing at a slower rate, but are likely to progress with good instruction and practice of academic skills. There is no neurological basis for their learning difficulty. They may be students who have recurrent ear or eye infections; have considerable school absences; may be affected by socio-economic status; have had reduced early literacy experiences; or are learning English as a second language. Dyspedagogia, or ineffective teaching practices,
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also significantly impacts this group. The second group of students include those with Specific Learning Difficulties or Specific Learning Disabilities (SLD). Dyslexia is the most common form of SLD, which can also include other forms such as ADHD and Dyspraxia. Specific Learning Disabilities make up between 3-5% of the learning population. These students have a neurological predisposition for learning difficulties. Functional neuroimaging studies have revealed differences in brain function and connectivity in students with Dyslexia. These students have average or above average intelligence, but are hard wired differently, and therefore learn differently. They have difficulties with reading, writing and spelling (and sometimes numeracy) regardless of good teaching environments, adequate social-cultural experiences and reasonable learning abilities. The last group of learning difficulties are students with intellectual disabilities (2-3% of the population). With good intervention, these students can learn literacy and numeracy skills, like their general learning difficulty peers, albeit at a much slower rate. Dyslexia can be classified in terms of either ‘phonological dyslexia’ or ‘surface
dyslexia’ and students can possess one or the other, or a combination of the two. The characteristic features of Dyslexia can be variable but usually include difficulties with working memory and rapid automatic naming; challenges with phonemic and phonological awareness; significantly below average reading accuracy and reading comprehension (but may have good oral comprehension), and a slower than typical reading speed. Students with visual perceptual difficulties may have difficulty with their visual recall of words required for skills like writing or spelling. They may try to sound out words for spelling that should be learnt by sight. Reversal in letters may be common when reading or writing; they can have challenges copying from the board and lose their place or omit words when they read. Students with auditory processing difficulties may have difficulty following multistep instructions; problems screening out background noise in a busy classroom; problems learning sounds associated with individual letters or letter combinations; and make spelling errors that tend to resemble the correct word in appearance but are phonetically incorrect. Students can also have difficulty producing legible written work and their general orientation can be affected, such as organising themselves, working to deadlines, planning a task and telling the time. Dyslexia is a processing difference experienced by people of all ages. Often
characterised by difficulties in literacy, it can affect other cognitive areas such as memory, speed of processing, time management, co-ordination and directional aspects. There is usually some discrepancy in performances in different areas of learning. It is important that individual differences and learning styles are acknowledged, since these will affect outcomes of learning and assessment. Appropriate accommodations to the learning environment and direct, systematic, explicit instruction is vital to capitalise on learning strengths and remediate areas of challenge. As a teacher, presenter and consultant, I strongly believe all students are teachable. We have an ethical responsibility to ensure our teaching practices reflect our students’ needs. In addition, our teaching practices should be evidenced based, relying on research that informs us of what works best for learners with Dyslexia and other learning difficulties, as well as our knowledge of individual students. The diagnosis of Dyslexia requires a psychological clinician that is experienced in identifying students with learning disabilities. There is considerable misinformation regarding what constitutes a learning disability, and it is important that families seek accurate advice and consultation. If you would like to contact Kristin Anthian, you can email her at firstname.lastname@example.org.
For families and professionals who would like to find out more about dyslexia, or specific learning difficulties, you may like to visit the following websites: •SPELD Victoria: http://www.speldvic.org.au/ •Learning Difficulties Australia (LDA): http://www.ldaustralia.org/ •Raising Children Network (the section on learning difficulties): http://raisingchildren.net.au/articles/learning_disabilities.html SPRING EDITION 2011 | 13
Social Networking: Ban or Engage? (Part 1: The Parent Factor) Georgina Pazzi
e cannot argue the impact social networking has on our young people. Our fear of the unknown stirs up many negative emotions and anxieties, prompting us to ban its use during school hours and personal time â€˜just in caseâ€™ something unforgivable happens. Whether you are an educator or a parent the question of whether to ban or engage social networking remains. However, the more important question is: How can you support them to use social networking responsibly? Read on to understand why.
them about minimising the risks and making responsible choices (just as we would with anything else in their lives). We must equip them with the right tools, thinking and strategies that will ensure they make the most of the experience in a positive way. We still need to have rules that govern their use, but we must ensure that our young people are clear on why we have these rules, so that they are understood and respected.
PART 1- Social Networking guide for Parents Social networking is here to stay and, whether we like it or not, our children will at some stage be accessing it. We can attempt to control the use by blocking, banning, confiscating or even avoiding access to any technology, but they will still find a way to connect via their friends and other sources. In fact, the more we take access away, the more enticing it becomes, and the more secretive our young people are in using it. This is the biggest danger of all â€“ secrecy. Our biggest obligation is to educate 14
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Mobile phones are the quickest way our young people have access to social networking. Buying your child a mobile phone instantly gives them rights to contact others and vice versa. It is ironic, then, that we view mobiles as a way of staying connected with them at all times, yet this makes them accessible to others beyond our control.
Regardless of the technology your child has access to, it is vital to ask your child to set rules they believe are fair in using it. If they are responsible for making the rules there will be more chance that they will follow them. You may wish to start with your own guidelines, for example, that there is an expectation that school work is more important, and include times and locations to use it that are fair and reasonable. The bedroom is one location where Internet access should be banned, as this is where many problems arise, particularly with cyber-bullying and sleep deprivation (as many use their phones to stay connected at night). If your child refuses to make this one of the rules then give them choices for other locations in the house, such as a choice between the lounge room or the study.
Ask questions and make suggestions to ensure they make rules that cover all that is needed. Open communication is vital if you are to understand what they are doing with their phone or on the Internet. Blaming, yelling and commanding does not support the child to make informed choices, and discourages honesty in sharing what is happening. Openly communicate with your child about how they can use it appropriately, what dangers to look out for and where to seek help. At worst, the word â€˜noâ€™ must prevail as you are their parent and you do have shared responsibility for their wellbeing. Before making any choices regarding whether young people have access to social networking it is vital that every parent educates themselves on all they need to know about social networking and Internet access.
Here are some links that will assist you in making informed decisions to get you started : Internet Use and Social Networking by Young People No. 1 (pdf) http://bit.ly/socialnetworkingpdf (shortened URL) Guide to online safety http://bit.ly/guideonlinesafety (shortened URL) There are many sites online that can assist you to find out more about social networks and online safety. Search online to find the ones most relevant to you.
Georgina Pazzi is a Specialist Consultant and Founder of Edumazing. If you require more information and support regarding this article, you can contact Georgina Pazzi at Edumazing on (03) 9731 1400 or via email at email@example.com. The next Zine edition will include Part 2 of this article - The School Factor. SPRING EDITION 2011 | 15
edumazing resources The Bee-Bot I
f you are looking for ways to enhance mathematics learning, especially in Number, Space and Measurement, this certainly is a resource that is highly recommended. To some this may look like a great toy, but this programmable robot has the potential to improve mathematics skills, literacy skills and student engagement. Children explore, measure, count, estimate, collaborate, visualise, sequence and use direction to solve simple to more complex challenges they themselves can create. Features include sounds, flashing eyes, the ability to move in 15cm steps, turn in 90 degree rotations and simple buttons that are pressed to determine directions and steps. Children can create mazes, use special mats to programme their Bee-Bot to move in specific ways (e.g. Alphabet mat that allows them to move the robot to spell a word), estimate distances and rotations to complete a pattern, tell stories using different movements, just to name a few of so many learning activities.
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It also allows opportunities for students to solve problems and think before taking action through cause and effect. In later stages children can use the Pro-Bot that allows more complex programming. This is a great lead up to using the Logo Programming language on the computer to further enhance mathematical concepts and engage students. Bee-Bot is suitable for Primary School students. ProBot is suitable for later Primary and early Secondary school students. Available: www.itmadesimple.com.au
The Good, The Bad & The Difference: How To Talk With Children About Values Michael Sabbeth Michael Sabbeth has written a highly powerful book about effective strategies to support children to develop values, ethics and moral reasoning through meaningful conversations. Values are an essential part of our lives. We may not realise it but they are the drivers of what we do and who we are. They also affect our learning. So often we aspire to teach others about values but have no idea where to begin and how to do this effectively. Parents are competing against the world for establishing moral authority and credibility with their children. Parents, thus, must have skill and information that will enable them to have crucial conversations with their children about serious matters. Yet love and humor and joy can be infused in those conversations. Michael’s book provides guidance for creating a culture of conversation that will make it easy for parents to have these challenging exchanges. It’s great to know that we can finally read a book that unpacks this for us. This book also comes at a crucial time when our children are challenged to question their values and morals, and parents and educators are not sure how to best support children to make effective
choices that strengthen their moral reasoning. Michael shares interesting true stories about his work with children from various age groups and backgrounds spanning over 20 years, highlighting how children think about values and how they apply them in their lives. He shows us the importance of understanding and seeing through children’s eyes (or “Be Our Size” as he so eloquently writes) and presents different dilemmas that children can face, sharing key questions that are asked to reach justified solutions. Michael focuses on the Four Ethical Principles and the Seven Virtues and Skills that provide an important structure for Moral Reasoning. The important values of Courage, Integrity, Wisdom, Justice, Compassion and Reasoning are covered throughout his book. Michael Sabbath’s wisdom and expertise in this controversial yet crucial area of life and learning is outstanding. This book is brilliant, highly informative and suitable for parents and educators. Available: as a hard copy via www.amazon.com Available: Kids Ethics Book Website: http://kidsethicsbook.com/ (paperback) Available: As an iBook via iTunes Available: As an eBook via Smashwords -http://www.smashwords.com/books/ view/34166) SPRING EDITION 2011 | 17
The Brain That Changes Itself – Norman Doidge, MD This book is a fascinating look into the resilience and adaptability of the human brain, through exploring Neuroplasticitythat the brain is capable of reshaping its structure and the function even after long term or severe damage. While still a relatively new concept, there have been many studies done to show how the human brain is capable of remarkable changes and the ability to repair itself in ways we were previously not aware of. Dr. Norman Doige M.D, Psychiatrist, Psychoanalyst and researcher, covers
a number of these studies in this book. From giving blind people the ability to “see” through use of their tongue, to the ability for one woman who was labelled “retarded” to improve her disabilities through specific brain exercises, this book is filled with inspirational stories that will warm your heart and give you a newfound respect for the most complicated living thing on this planet- the human brain. Available: Amazon.com (Paperback)
Virtual Maths Manipulatives This site has brilliant tools to support young people to improve their maths skills through exploration as well as opportunities for explicit teaching. It is highly effective to use with Interactive Whiteboards and parents can also use this free site with their children to access maths resources without the need to purchase expensive tools. Learners can work across different stages and areas of mathematical understandings including Number and Algebra; Measurement and Geometry as well as Statistics and Probability. You
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can locate different backgrounds as well as interactive tools to excite learners to enjoy learning about maths. Explore the potential of this valuable free online resource. Site: http://bit.ly/virtualmaths (shortened URL)
This feature aims to further inspire you through words of wisdom.
Hello Universe Hello universe. I’m here at last. Today is the day my new life starts. There are some things you must know. They are important as I grow. Love is what I need to feel and see. No matter how imperfect I may be. It’s not important if I don’t make the grade. Just be happy that I stayed. Help me to strive for personal best. No matter what the result is on the test. It doesn’t matter if I do or don’t win. It doesn’t show what you’ve done in between. I’m not your reflection of failure or success. I am my own person who will do my best. I can only do this with support and care. To keep going with or without you there. But also your time is precious to me. Something that is absolutely free. Not the things you might buy me to fulfill a void. Of promises unkept and happy memories destroyed. At times I will want to be like the rest. Help me to know what really is best. To value myself and all I bring. To not want more of anything. To see what I have is more than enough. To be happy inside knowing I’m loved. To see the true beauty I have within me. To know I am special with all that I see. I also need you to value me too. In everything I choose to do.
Mistakes I will make, this I know. They will help me to learn as I grow. Please let me be what I want to be. It is important that I am me. Not like others or even like you. I must be happy with what I do. I am not a prize or a possession. I must find my own unique and true mission. A life that will help me fulfill my dreams. Without the tantrums and the screams. If you really love me then set me free. I will pave the way for my own destiny. I will choose who to love and what I will do. I will face the hurt and the pain of it too. You don’t need to lift me when I am down. Just be there to listen without the frown. One day just like you I will be old and grey. I will look back and know what to say. You listened and gave me what I asked for. And I will pass this on to the ones I adore. I will thank you for showing me what life is about. The light within me will never burn out. I will stand tall and say to myself and all. Thanks for the life I came here for. Written by: Georgina Pazzi Inspired by the children of our world who need us to listen and love unconditionally.
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educator learning menu
Educator Learning Menu
Appetizers eBites Series - Great Maths ideas using Interactive Whiteboards
Tantalise your elearning taste buds with a wealth of activities to engage your students in Maths using any IWB. (Location: Edumazing Education Studios) Thursday 3rd November 2011 from 4pm to 6pm Registration - www.pd-online.com.au
eBites Series - Begin your own Blog
An exciting and easy way to finally start Blogging with your students or for yourself using Word Press. (Location: Edumazing Education Studios) Thursday 10th November 2011 from 4pm to 6pm Registration - www.pd-online.com.au
Main Menu Back 2 B@sics - Inspiring teachers to make an eLearning
A great teacherâ€™s choice that allows them to confidently get on board the ICT journey in their way through achievable and realistic eLearning opportunities. (Location: Wooranna Park PS) Friday 14th & 28th October 2011 from 8:45am to 3:30pm Registration - www.pd-online.com.au
Engaging Activities for Reluctant Learners in Early Years & Middle Years Literacy Classrooms - Ringwood Discover what it takes to engage your students in literacy through a delicious range of activities and essential strategies. (Location: Club Ringwood)
Early Years P-4:Thusday 20th October 2011 from 8:45am to 3:00pm Middle Years 5-9: Friday 21st October 2011 from 8:45am to 3:00pm Registration - www.pd-online.com.au
Social-Cognitive Differences in High Functioning Autism & Asperger Syndrome: Teaching social skills, social understanding & pragmatic language An important selection for the many educators who seek effective ways to work with children with special needs. (Location: Edumazing Education Studios)
Friday 4th November from 8:45am to 3:00pm Registration - www.pd-online.com.au
Desserts Google Sketchup for beginners. Fun, free tool for Powerful Learning
It doesnâ€™t come better than this. An action packed workshop using Sketchup in the classroom especially for Maths. (Location: Edumazing Education Studios) Saturday 15th October 2011 from 8:45am to 3:00pm Registration - www.pd-online.com.au 20
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community learning menu Adult’s Learning Menu Let’s Talk Italian (Parliamo Italiano) - For Beginners
Develop your skills and passion for the wonderful Italian language through a series of fun and exciting workshops with an exceptional facilitator. (Location: Edumazing Education Studios) Starts Thursday evening 13th October 2011 from 7:00pm - 9:00pm Registration - Edumazing
Diploma of Reflexology - Part Time
Experience a broad range of essential skills required to have a successful career in Reflexology through Australia’s leading specialist Reflexology school. (Location: Edumazing Education Studios)
Starts Friday 14th October then each Saturday during school terms from 9:00am - 5:00pm Registration - www.asrr.com.au
Children’s Learning Menu Art of Success
Allow your child to be immersed in activities that are designed to inspire their creative side whilst developing their confidence and well-being. (Location: Edumazing Education Studios)
School Holidays Wednesday 28th September 2011 from 9:30am - 12:30pm Registration - Edumazing 9731 1400
Shining STARs: Prep - Grade 2
An 8 session series of workshops that enhance your child’s confidence, well-being and development to improve their learning, attitude and behaviour. (Location: Edumazing Education Studios) Begins Saturday 22nd October 2011 from 9:00am - 10:30am Registration - Edumazing 9731 1400
My Career. My Choice (For Year 8 - 10 Secondary students)
Making career choices is easier than you think. Learn more about yourself and the perfect job that suits you best. (Location: Edumazing Education Studios) Wednesday 26th October 2011 from 6:30pm - 9:00pm Registration - Edumazing 9731 1400
Thursday Yoga for Kids
A relaxing way to build confidence, learn self-control and reduce anxiety through the gentleness of Yoga. (Location: Edumazing Education Studios) Begins Thursday 13th October 2011 check website for times Registration - Edumazing 9731 1400 SPRING EDITION 2011 | 21
Community Wall: Commencing Saturday 29th October 2011 Sponsor Les at www.wyndham1000.org.au
PD-Online Book your Professional Development on-line now at www.pd-online.com.au.
Wyndham Rotary Fun Run/Walk Take the first steps at Chirnside Park, Werribee. Raise vital funds for the Royal Childrenâ€™s Hospital Good Friday Appeal. Enter on-line at www.wyndhamfunrun.org Event Date: Sunday 26th February 2012
The Australian School of Reflexology and Relaxation Victoriaâ€™s Premier Specialist Reflexology School and one of the leading Schools of Reflexology in Australia which offers courses ranging from Introductory Seminars, Part Time and Full time Graduate classes, Post Graduate as well as General interest courses. Visit: www.asrr.com.au or call 9532 4823 for more details. 22
S.P.I.C.E OF LEARNING
Upcoming Educator Workshops – Register for all events at www.pd-online.com.au Engaging Activities for Reluctant Learners in Early Years Literacy Classrooms - Thursday Edumazing provides education services and support that meet 21st July at Edumazing Education Studios. the needs of young people, families, educators, and learning Engaging Activities for Reluctant Learners in Middle Years Literacy Classrooms - Friday organisations. Our services include: 22nd July at Edumazing Education Studios. An Introduction to Specific Learning Difficulties: Setting Students up for Success - ThursYoung People day 28th July at Edumazing Education Studios. - Individualised and group Learning Coaching for young Back 2 B@sics - Inspiring Teacher to make an eLearning Difference - Series 5 Term 3
people (ages 5-17) with learning difficulties or issues at
• school Northern Metropolitan Regiontheir - Dallas Primary School & Kindergarten: Friday or home that affect learning 29th July 2011 & Friday 12th August 2011. - Personal and interpersonal Learning Programs • Southern Metropolitan Region - Woorannaworkshops Park Primary School: Thursday - Personal development and creative August 4th 2011 & Thursday August 18th 2011. • Western Metropolitan Region - Edumazing Education Studios: Friday August Families 5th 2011 & Friday August 19th 2011.
- Support for parents - Family programs (see website for event updates) - Access to innovative learning resources - Parenting and creative workshops
Educators and learning organisations - Professional development workshops for teachers - eLearning programs and workshops - Curriculum support for educators - Educational consultancy services - Academic programs - Educational resources Our contact details are: Edumazing - Level 1, 84 Synnot Street, Werribee 3030 Mail: P.O. Box 551 Werribee 3030 Phone: (03) 9731 1400 Fax: (03) 9731 7827 Email: firstname.lastname@example.org Website: www.edumazing.com This publication is a free publication designed to provide guidance and information on issues that affect learning, education, teaching and parenting. It should not be used as a substitute for seeking professional help and advice.
“An education is the best gift I can give you to set you free”. Georgina Pazzi
Subscribe: This Zine is published once every Spring, Summer, Autumn & Winter. Subscribe by sending an email to email@example.com with the subject “subscribe” or online at www.edumazing.com.