BPK Penabur Banda
Children are born with natural curiosity. They crave for understanding about the world around them. They ask questions and seek for answers everywhere in order to satisfy their thirst. One of the ways is through reading.
Many children read the same books over and over again, and parents might see that as a repetitive act. There is something in the text that is bringing children back time after time. Research shows that repeated reading of favorite books can boost vocabulary by up to 40% especially when the text is read aloud. How does that happen?
Surprisingly, it is there in text itself. The text available in books is different from everyday conversation that children have with their parents and peers. Research finds that there are so many unique words existing in books that don’t exist in everyday speech.
Therefore, not only are children introduced to new topics around them, but through reading they also learn new words that are generally outside the scope of children’s everyday lives. Books also contain a variety of sentence structures that would be beneficial for children to learn as well as more complex sentences that children don’t encounter in daily conversation.
Psychologists have also explained that people remember information better when it’s in the form of stories because stories help us visualize things more vividly.
However, the question is “why do children lose or why don’t they develop a reading habit?”
One of the reasons may be because people in their surroundings don’t read.
Recent research says that it takes more than two months on average for a new behavior to become automatic. At school of course we have language programs and Library lessons that can encourage the students to develop their habit of reading. However, of course to develop a reading habit, we can’t just rely on lessons that only take an hour every week. Therefore, classes will also need to set their own sustained reading time for students in order to make sure of the development.
What can parents do at home in this matter?
Parents also have a very important role in developing this reading habit. We can help the children by setting a reading program or giving around fifteen minutes reading time for children at home, letting them indulge themselves in the world inside books.
What is the most important thing that needs to be there? The presence. There are many researchers who talk about involving parents in children’s reading habit, from reading aloud to children to just simply reading with them. Children enjoy the bond parents form with them, being excited over the same thing.
It is always a good start to provide children with good books around them in order to provoke their reading habit. But what is more valuable is our presence when they actually read. Let them tell us what the story is about, or what they have learned from the story, or simply their experiences that are similar to the stories they read.
Reading time is more than just fifteen minutes silent reading for children. It is their time to develop their knowledge and skills as well as to create a bond with people around them. Therefore, make it worthwhile.
(Melina Maria – PENABUR Banda Primary)
Human are created with uniqueness, potential and minds that keep on growing by their experiences and environment. They go through all the journeys that we call learning to gain the ultimate understanding about life and themselves, so they will gain different understanding about themselves. With the influence of culture, family background, experiences and national principles, how can they adapt to one another with attitude and gratitude so a peaceful life can be achieved in diversity?
One way we can achieve it is through the education especially civics (PKN) in this era. Civics education now focuses on character building. To supplement this, other lessons in education also focuses on character building according to the new curriculum (K13). Civics is the center of all lessons. Civics education is centered on Pancasila which is based on Indonesian national principles and basic philosophy of Indonesian citizens as a diverse nation in ethnicity, religion, and language. The goals of Civics education itself are not just to create a good citizen but also to create a nation that is superior and capable of staying united and maintaining a peaceful life in diversity.
It is important for everyone to realize that Civics education is not only applied at school, but also in the society and family environment. They also have an important role to educate the younger generations to have manners at home as well as in society, appreciate all cultures, especially their own culture, and also show responsibility towards their own beliefs as well as other beliefs by being devout and obeying their own religious values.
That’s why, it is important that we, at school, in the family, and in society; must collaborate together in educating those values until it is ingrained in younger generations. By internalizing Pancasila values in accordance with each of our own roles and not just by assigning the responsibility to only one part of the community (school / family / society), we can instill character to maintain a peaceful life in diversity that will be ingrained deeply and grow abundantly in the heart of the young generation.
By Sondy and Eva
Collaboration comes from the word collaborate which means to work together or with someone else, especially for a special purpose (Longman Dictionary) and collaboration itself has become the culture of many IB schools, including our school in BPK PENABUR Banda. Collaboration is developed among the school community members, involving teachers, students, parents, school staff, and school stakeholders. This culture has to be well-established and promoted to create not only a positive teaching and learning environment, but also a supportive and dynamic one.
In K2 first unit of inquiry “How We Express Ourselves”, K2 students learned about various kinds of stories, both in English and Bahasa Indonesia with the central idea “Stories engage their audience and communicate meaning”. In order to get the students exploring the different stories, we worked collaboratively with the parents to support this learning activity at home as well as at school. We asked the parents to spend some time reading the children’s story books together with their child at home; discuss and communicate about the plot of the stories; also try to listen to their child’s voice as he/she was retelling the stories. The purpose of this activity was not merely to promote the love of reading, but also to support the students’ literacy and communication skills, imagination, knowledge and positive attitudes. We also invited the parents to come to our classroom to share stories and communicate with the students through question and answer session after telling the stories to find out how well the students understood the stories. To our surprise, some of the parents were willing to participate and were very supportive with this activity. The parents brought their own books and also the props from home (stick puppets, soft toys) to make the students engaged with the stories.
The sparks of enthusiasm glowed even brighter from the students’ eyes when they knew that their parents would come again and worked collaboratively with them to make their costumes for the drama performances. The stories were chosen by the students as well as the characters. It was wonderful to see how well the students communicated with their parents in deciding what they wanted and were able to do during the costume making day.
The open communication has become the golden bridge to make this collaboration happen continually and open-mindedness has been the key for success. So, no matter the differences in backgrounds and perspectives, it will not hinder the collaborative planning and learning in this school. The heart of collaboration will keep growing and staying among the school community members (Ms. Cynthia).
Evidence suggests that children who read not only perform better in reading tests than those who don’t, but also develop a wider vocabulary and increased general knowledge. The more enjoyable the things they read are, the more they’ll stick with them and develop the reading skills they’ll need.
This year, the students of Primary 3 will be asked to follow the Class’ Weekly Reading Program to enhance the students’ language skills as well as presentation skills. The students will be given time to get used to the program in order for it to be one good habit.
Each week, the students will need to finish reading one book that at the end of the week will need to be presented in front of the class. Below is the procedure:
The students will pick one book from the list of books agreed.
The students will then read the book and make a book report including the characters, settings as well as plot. This will help the students when they need to present the story.
On the following week, the students will need to explain to the class what they had read.
The students will be assessed on the story elements, details and inference, prediction and conclusions as well as the presentation skills.
Parents are encouraged to give their child some reading time at home in order to make this program successful. The parents are also encouraged to read together with the child so the child can feel the parents’ support.
There are so many ways in which reading continues to be both a vital skill for children to master, and an important source of knowledge and pleasure that can last a lifetime. Inspire your children to read. Give them access to plenty of reading material that they’ll enjoy and discuss it with them.
Just like the famous Dr. Seuss quoted, “The more you read, the more things you know. The more that you learn, the more places you’ll go”.
BPK Penabur Banda
What would you do if children have passion for something, but they need someone to do it with? Their passion should be identified and support for further developed in such directions. Starts with simple things such as reciting the bible verses together, reading silently together to mention but a few. Joint effort is necessary in facing challenging questions, disagreement or agreement on certain issues. Not all learners are lovers of books, but they show passion to know, and that is enough, as they run through those pages trying to find something interesting we see that to them, searching for facts and interesting events is more important and fun as it is reading word per word, which is an interest for others. It is getting interesting to see that as teachers sitting with them, doing what they are doing, they even do it better and enjoy it more.
If adults become a part of children’s passion and say “ we can do it” or’ let’s do it together” children tend to develop more interest in whatever activity or feel able to face whatever challenge because they know, they are not alone in such situations. Every child has potential to achieve and succeed, when parents and teachers realize the value of doing things together step by step hand in hand with the children that is a stepping stone to encouraging, nurturing and challenging them to achievement of full potential.
Doing things together it is not as easy as we talk. Not all students are socialites, some would love space most times, but just letting them know you are available incase they need a hand, is a source of further inspiration. Big effort is needed for join effort. There is need to know the child, in context of which is the best way to stand with them. Students in the sixth grade need a lot of attention, not only are they experiencing physical changes but have targets such as the national final examination and preparation for high school. Consistency, discipline, and patience are important, they need help more than ever before. The best help is to join them in all their effort as individuals. We have to remember that we are the “model” of everything for every child. We recommend the joint effort approach as applied in our class and seemingly beneficial. *(Bridget / Wulan P6 – BPK Penabur Banda)
In our first unit of inquiry, How We Organize Ourselves”, K3 students of TKK PENABUR Banda have been learning about school with the specific central idea,” The school community has a role in making the system work for us”.
During the unit, students brainstormed the definition of school and shared about the school community. By knowing about the school and its community; they learned that both of these elements served in a systematic structure in order making the school itself runs well.
At the ‘tuning-in’, students drew what they know about school and community then they get familiarized with the roles and responsibilities that each community member has. They learned by exploring the school; knowing the teachers, admin staff, supporting staff and maintenance staff. After knowing who and what they do, K3 students learned about the system of leadership, now they know that the Principal is the highest person in charge in school to take care of the school and to make sure that the school is well-organized. They did an interview with the principal, the curriculum coordinator, teacher, finance and admin staff, the school counselor, the security guard, the kitchen helper, the librarian and the cleaning service. By doing so, students are becoming more knowledgeable about what school is and who are working in school. They also becoming more caring and showing respect by greeting the community members that they meet every day.
As one of the actions of understanding and applying their thinking skills as well as their social skills; K3 students did an internship as the librarian, security guard, admin staff, student service and cleaning service. They showed their courageous profile and enthusiasm in doing the roles and responsibilities. Not only enjoying their parts in doing the internship; now they also show tolerance because they know that each of the community members is important in making the system work for us. *(Lenny – BPK Penabur Banda)
A new school year has started in BPK PENABUR Banda, and so its International Baccalaureate courses. For many new parents in our institution, it is a legitimate question that to ask what the topic L.A. is you can see on your children’s journal?
Language Arts Program is designed to promote the use of, and appreciation for the varied aspects of the English language. We seek to guide students toward a clear understanding and fluent expression of ideas through the cultivation of precise thinking, speaking, listening, reading and writing skills. These skills encourage the personal development of students, the acquisition of knowledge, and the understanding of cultural and religious differences.
We believe students construct meaning in Language Arts best when they are encouraged to read for comprehension and for an appreciation of the wealth and subtleties of prose and poetry. They are exposed to a multicultural language arts program that helps students gain broadened and perspectives of literature and human thought. They are also encouraged to express their thoughts with a firm support basis and a cultivated correctness of spoken and written English. Finally, students have a firm understanding of the different uses of the English language as it relates, describes, evokes, persuades and expresses the mind and imagination of the individual.
In our school, Language Arts teachers agree to provide many and varied learning opportunities using the writing process and grammar instruction. They try to expose students to a variety of literary genres and provide opportunities for students to use different methods to communicate in Language Arts: oral, written, visual, and technological media. We give opportunities for students to recognize and interpret literary devices. We do our best to evaluate student work using a variety of assessment methods. Everyday, our team try to provide models of the various aspects of Language Arts.
To sum up, L.A.’s aim in BPK PENABUR Banda is not only to teach English but to teach students how to understand, think and express themselves.
*(William K. – BPK PENABUR Banda)