How to Combat Reading Lags

ReadingAccording to reading specialist Paul Kropp (Canadian author of How to Make Your Child a Reader for Life), children tend to experience reading lags as they begin elementary school, again around grade 4 and, finally, when they enter high school. Although the reasons for these lags are not absolute, several variables are at play.

When children undergo significant transitions, e.g., parent-child separation upon school entrance or moving to a new school, daily routines like reading at bedtime may become disrupted. In the case of boys, peer influences may supersede activities like reading. Around ages eight to ten, boys begin to view reading as “uncool” and prefer to engage in physical and tactile activities, like sports and video games. In early adolescence, when boys and girls are going through puberty, their interests turn to one another and away from books.

Parents often ask me what they can do to combat these reading lags. Rest assured, children who live in literate households where the printed word is valued will pass through these reading lulls and return to their love of books with very little prompting from their parents. If your child falls into this category, I would recommend patience, some gentle prodding, like recommending books, and continuing to practice the literate approach you have already cultivated. Trust me, they will come around in mid- to late-adolescence. Forcing the issue too much may backfire, as teenagers are more likely to do the polar opposite of what their parents suggest. As a father of four and a teacher of many over the years, I can also advise you against reverse psychology. Our children are far too smart to be taken in by our legerdemain.

The following concrete suggestions should help you combat the dreaded reading lag.

1. The first step is to create a home atmosphere where books, magazines and newspapers are the norm, not the exception. Even though all newspapers are available online, subscribe to a daily paper. The newspaper is often the only print our children see us reading for pleasure during the day. Eventually, they will become curious enough to read the paper themselves. Doing the daily puzzles and reading the cartoons, especially with your children, are also fun ways to interact with the paper. The Gazette offers a weekly page for young students that includes word games and puzzles. In addition, subscribe to magazines for yourself and your children. Just as you may be fascinated by current events and read The Economist, your child may be passionate about sports and read Sports Illustrated (there is even a Sports Illustrated for Kids).

2. Engaging in literate activities outside the home is also extremely important. The cheapest and easiest way to do this is to take advantage of your local library. Going to the library with your child on a regular basis is a great way to cultivate the love of reading, not to mention a very pleasant parent-child experience. Libraries also offer cultural activities, reading clubs and competitions that may stimulate your child. Although they may be more expensive, occasional trips to a bookstore are imperative. Letting your children purchase their own books indicates that you value books and respect their interests. As teenagers often do not want to be seen with their parents, you may want to just make sure their library card is current and give them gift certificates to Chapters on an annual basis, for example.

3. Although this may seem odd to you, continuing to read with and to your children throughout adolescence is a positive way to combat the reading lag. Share the books you are reading, but do not foist them on your unwilling children. When you are commuting or going on family road trips, listen to audio books. Talk about books, current events and popular culture at the family dinner table. Show your children that you are interested in their passions. Above all, be an active reader yourself and leave plenty of reading material lying around the house.

Knowing and cultivating your children’s interests will reap life-long benefits. Supplementing their passions through reading, whether it be books about the sports they play or their favourite singer or actor, is an excellent way to show them you care about what they care about and to get to know your children on a deeper level. If you sense a reading lag, do not despair or overreact, simply follow the guidelines I have outlined above. However, whatever you do, do not tell them I said so. Remember, they are intelligent beings who sense overt attempts to improve them. Nonchalant subterfuge is often the best approach. —Brian Moore (Senior Department Head, English Language Arts, Communications Studies and Literacy Programs)

10 Things I Learned in Thailand

RS_Thai2010_11. Smiles need no translation
2. Less is more
3. The appreciation of a toilet seat
4. How to make concrete & cement
5. How count to 100 in Thai
6. Commuting to school in the morning can get a lot more difficult
7. It ain’t easy being a teacher
8. It’s possible to eat rice every meal of the day
9. Bridging the gap between cultures and language barriers
10. More than I could ever describe…

After 36 hours of flying to the other side of the world and a night spent arguing with the local marketers in Chiang Mai, we awoke bright and early to begin our trek through the Thai mountains. Expectations varied from person to person; everyone had their own ideas about what the school would look like, how the people would act, and whether or not they had enough Nature Valley bars to last them the trip. Unexpectedly, we were all wrong. No one could have predicted the life-changing experience before us.

The five-hour trip through the mountains was eventful to say the least. From muddy roads to evasive spare tires, we began to settle into our surroundings and got to know the 30 other students who had come together from around the world to rural village of Ban Maelid.

Upon arrival, the principal and the 150 students who had readied their traditional hand-woven bracelets for each of us greeted us with incredible hospitality and generosity. We proceeded to set up our beds (though Hutch and I couldn’t figure out the mosquito net until Day 3) and all took notice of the unprecedented guy to girl ratio (7 boys and 27 girls). Over the remainder of the day, our bodies began to adjust to the unfamiliar Thai cuisine (rice and pineapple replace pizza and fries), and our hearts began to warm to the omnipresent feeling of community and togetherness that was immediately vibrant and welcoming to all.

We awoke to the familiar meal of Corn Flakes and white bread, followed by the daily morning assembly in the courtyard/soccer field. We stood quietly while the members of the school recited the national anthem and their morning prayer. Needless to say, we understood nothing of the principal’s welcoming speech, but the Regent’s School (the host school) teacher, Kun Mina, translated for us.

We then broke off into two separate groups: those who would do construction work in the morning and teach in the afternoon, and vice-versa. We learned a lot about building and cement and concrete, and it was a pretty solid workout to say the least. It was awesome how everyone was working together and helping each other to reach one common goal. Though the language barrier made it really hard to communicate with the Thai people, we were able to work around it because of everyone’s willingness and patience.

In the afternoon (or morning for others), we went to go teach the kids in groups of 2 or 3. I ended up with a girl named Leah from Victoria, BC, and a guy named Bian from Indonesia (he goes to Regent’s now). The lesson plan varied from class to class (depending on their age), but it mostly consisted of teaching them some English (whether it be counting, shapes, animals, weather, etc.) and then playing some games when we felt they’d learned enough for one day. I am forever grateful to Ms. Hart, without whom I would have never learned the awesome drama games that everyone loved and made class exciting and fun. I must admit that it wasn’t easy teaching class after class. Keeping students busy and engaged while having fun is hard work. It definitely elevated my respect and appreciation for all teachers who do this on a daily basis.

Service ended each day at 4 pm (with two snack breaks and lunch in between), at which point most of the kids would walk back home to their villages while some stayed behind to play some soccer following the end of the day assembly. For the first two days, this would be the time when we “chilled” or played soccer with the kids. Either way, a cold bucket shower was unavoidable before our 6:30 pm dinner. After dinner was all done, we’d watch a slideshow of the day’s photos and relaxed until bedtime at 9:30 pm. During that time, we got to learn how to make bracelets and weave baskets from the kids who boarded at the school. It was great to experience their culture like that, and it was relaxing and lots of fun.

Speaking of showers, the bathrooms were not quite what we were used to. There was only one North American-style toilet at the school, while the others were located on the floor and were flushed by pouring buckets of water into them until it was clean. These stalls also doubled as the showers, which consisted of a bowl and a water tap. It was a tough transition to get over for everyone, but by the 3rd or 4th day it wasn’t too bad.

After service was done on the 3rd day, we had the privilege of walking back with the kids to their village. Each one of us partnered up with someone and took on the task of walking them home. To say it was the most genuine and powerful thing I’d ever experienced would be an understatement. Past the language barrier and the massive cultural contrast, we were all simply human beings connecting on the most basic of levels. They took us to their village and welcomed us into their homes and treated us with a respect and politeness lie I had never before experienced before. To really see how these people lived and how different our lives are from their own was a huge shock, and it really instilled a profound appreciation in me for all that we have and take for granted. At the same time though, it felt so unfair that we have so much and they have so little. Then I realized just why we were there: to be together as human beings, no matter where we were from. We were there to help and to learn how easy is was to live with and love each other. Round Square 2010: We Walk Together.

On the last day, we went for an hour-long hike up the mountain (the regular commute to school everyday for some of the kids), and went to see another village. The people were incredibly friendly and welcoming as always, and it was amazing to once again see how they lived and to be truly immersed in their everyday lives. The kids guided us up the slippery trail and were so excited to show us around. I was really lucky to go hang out with my new friend Kasen’s grandparents and really see what it was like for them to live in their home. They were very kind and eager to show me their home and they loved taking pictures with us.

In the afternoon, we all came up with games to play with the whole school, and everyone was having a great time (“What time is it Mr. Wolf,” “Indian Chief,” “Monkey in the Middle,” etc.). At night, we had a big celebration of the last few days and finished it off with a disco party, which was amazing. Everyone was dancing and happy and it was really a celebration of the world coming together as one. It was an appropriate end to an unforgettable experience that really changed my life.

If you’ve read this far, you have probably inferred what I’m about to say, but I think it’s really important to reiterate this. The people of Ban Maelid were the kindest and most polite individuals I have met in my life. They treated us all with immeasurable respect and hospitality that exceeds anything I’ve ever seen. They fed us and sheltered us like kings compared to how they have to live. For example, they eat meat only about once a week due to limited availability, while we had it almost every meal because they felt it would make us more comfortable. Every time you would walk by someone down the hall they bow and say hello (“Sawadeekap” for guys, “Sawadeeka” for girls) and make you feel so welcome in a land most of us had never seen. Their love, respect and all of their gestures motivated us to reciprocate in the same way, which in turn created the atmosphere at this pre-conference that we have all come to love and deeply miss.

As I sit on the bus from Bangkok to the real conference in Pattaya writing this, I can’t help but feel sad that the past week is behind me. However, I am thankful for the privilege to partake in something as powerful as the experience I had in Ban Maelid and for the opportunity of meeting their wonderful people. I’m VERY excited for the next week to come. —Greg Sigler ’11

Resilience Matters

U15Soccer_2010We often speak in school about the importance of the traditional 3 R’s, Reading, wRiting and aRithmetic—core elements of every student’s curriculum. Last year I spoke to our students about a fourth “R,” Respect. This reflects the need for people to live core values that are inclusive and welcoming to all, especially in a multilingual, multicultural world. Although these four R’s are all important, as we progress well into the 21st century, I believe we now need to add a fifth “R,” Resilience.

What is resilience? The Webster dictionary defines it as the capacity to “spring back or to rebound.” I openly ask students to consider how they react to disappointment, hardship, and frustrating situations. Difficult days are an inevitable part of life. We simply never always get what we want.

Why is resilience crucial? Because life is tough, challenging and, at times, boldly unfair. As educators we must be encouraging and optimistic. But we also need to be realistic and remind students that they need to be able to adapt to all situations— both good and bad—and always find a way to emerge from tough situations with self-respect and their heads held high.

Consider a couple of situations: Last Thursday we hosted close to 300 girls from 16 schools across Canada for the national independent School U-15 Soccer tournament. Unfortunately, the rain was falling so hard it could peal paint. But our team, coached by Ms. Horobjowsky, played many games for three days under difficult conditions and persisted, despite the tough conditions. They emerged as impressive semi-finalists on Saturday. Congratulations, girls!

At the season-opener for our Senior Boys Football team, I noted that a lineman for the opposing school was a virtual giant—about 6’6” and over 250 pounds. Several of our players lined up opposite this formidable opponent and found a way to handle the physical challenge. That’s resilience!

In the classroom, there isn’t a student who hasn’t had a difficult course where they have had to use adaptive skills, persistence and patience to get through and understand the material. Again, resilience in action.

On a more personal level, whether it is a friendship lost, a romantic disappointment, or God-forbid, the loss of a family member or close family friend, we are all tested in this life in one way or another. So beyond Reading, wRiting, aRithmetic, and Respect, one of the most important attributes for success for young people to develop today is Resilience—the “capacity to spring back or rebound.”

My advice to students is keep working at becoming more flexible and adaptive. Resilience is hard to master, but it’s one of the most important qualities in coping with the curriculum of life. —Chris Shannon, Headmaster

Connecting for Life

FriendsFriendships and feeling connected: among the most important aspects of the school experience and children rely heavily on their close friends during these formative years. In fact, sociologists note that the influence of peers can be even stronger than family during the teen years.

We understand the importance of students developing close relationships. It’s very normal for them to depend on friends for fun, guidance, advice, and even inspiration.

I am amazed by how LCC friendships tend to grow, blossom and carry on. In fact, endurance tends to be a notable quality of LCC friendships. They begin with sharing classroom experiences and a host of activities. Our students enjoy countless hours of social time together and share incredible stories about competitions, tournaments, and memorable field trips.

What we witness in our graduates—“young,” “old” and somewhere “in between”—is that experiences as teenagers at LCC are more than formative; they often define core friendships that last a lifetime.

This coming weekend we host our annual LCC homecoming event, LIONfest with more that 250 graduates returning to campus for dinner and festivities. At LIONfest we focus on the graduates celebrating anniversary years—10, 20, 25, 30, 40, 50 years—and they will come in large numbers, and many will travel great distances to return “home.”

In fact, our two oldest living graduates are going out of their way to attend this event as they both feel a strong connection to LCC. Both 96 years of age and from the Class of 1932, they are excited about returning to campus, to see “their school.” One is even travelling from as far away as Vancouver with his son, who is also an alumnus.

This takes the significance of friendship and connection to school to a completely different level. In addition to providing an excellent academic foundation, LCC helps students form relationships that will last a lifetime. What a great privilege for us all! —Chris Shannon, Headmaster (Pre-U ’76)

A New School Year: A Voyage of Discovery

Blog_Learn_08Sept2010As this new school year unfolds I am reminded how much I love the energy of new beginnings. Figuratively speaking, each of our students is now standing on the shores of possibility. Each girl and boy possesses so much potential for involvement, learning, growth and achievement. With help and guidance from teachers and parents, plus a healthy dose of personal initiative, great things can happen in the coming months. We all look forward to helping our students reach out and navigate both calm and stormy waters and meet their full potential.

A key factor influencing student achievement is helping young people to develop a special fascination with an academic discipline, a personal passion for a subject, or the development of a unique personal interest or skill.

Personally, I have a real passion for the sea—its power, the many interesting creatures that live in it, its mysteries, its sheer beauty. Whether under stormy or sunny conditions, the ocean is a fantastic massive classroom. Whenever I am at the seashore my curiosity is always piqued about the ocean and its complex patterns and many life forms.

Consider that late this summer scientists on Canada’s west coast were baffled as 30 million salmon suddenly appeared in the annual salmon run from the Pacific Ocean up the Fraser River. This comes after years of declining stocks—a mere 1.5 million salmon appeared last year on the Fraser at the same time. Until now, it looked like the west coast fishery might shut down like the cod fishery on the east coast. Somehow, this year on the Fraser there are actually more salmon than have been seen in almost a century. In recent years were the fish hiding in deeper ocean waters? Have they somehow adapted to water temperature changes brought on by global warming? Scientists don’t have clear answers. The salmon are back, but are they here to stay? This remains a mystery. There are so many questions that still need answering. I for one will be paying attention because I am genuinely fascinated by learning more about the cycles of the sea.

Whether it is this mystery, fundamental mathematics, science, English or history, I hope every student in our school will develop a deeper love of learning this year. This usually comes from the magic of dedicated teachers. What a difference they make in the lives of our students!

Our core mission is to help students develop a fascination with the world and help them understand that the more we learn, the more exciting the journey becomes. I look forward to accompanying all our students on this special trip together. –Chris Shannon, Headmaster