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)
“Education is what remains after one has forgotten what one has learned in school.”
We all believe that character is very important in life. We also educate our children to have good character—honesty, responsibility, selflessness, and many others. Good character is seen as vital to success in life. More studies show that there is a connection between good character and good scores. According to James Heckman, a US Nobel Laureate and economist, performance virtues are more predictive labour market success than IQ.
Then how do we educate our children to have good character? Many programmes are developed to instil character into young people, but according to one research from Jubilee Centre for Character and virtue, size of school, standardized test achievements, and accreditation level of a school has no correlation to the high level of moral character. What is needed for character education is a school-wide ethos, embedded in everything the school does, and with teacher support. Good links with parents and their agreement on the importance of character were also important. In short, character is more effectively “caught” than “taught”.
Truly speaking, it is a bit difficult to exemplify good character in the middle of our society, where bad examples are rampant, but then again, we, as teachers, are committed to do our best, with the help of parents, to set good example to our children so that they can truly acquire the good characters they need in the future—for their own advantage. *(Ray – BPK Penabur Banda)
At Sekolah Ciputra, we consider the Visual Arts room not only a place for students to create artwork; instead we consider it more as a place for freedom of expression, for exploring possibilities, for challenging creativity and for promoting inquiry. The Visual Arts teacher is not the single authority in this space. We offer students opportunities to build the Visual Arts room together with the teacher. We use the learning opportunities offered under the transdisciplinary theme “How We organize ourselves” to engage students collectively in realizing this vision of a shared creative space. Below are the details of the unit:
A supportive work environment is essential to the development of our creativity
Key concepts: Function, Responsibility and Reflection
Related concepts: organization, work environment, creativity, aesthetic, design,
Lines of Inquiry
- Considerations when working in a Visual Arts room
- How the Visual Arts room supports the development of our creativity
- Maintaining a supportive Visual Arts room environment
Summative assessment task(s):
Students work in groups to design a safe and comfortable Visual Arts room to be used by the entire school community. This room should be organized with clear procedures and agreements created by all users (teachers and students). Students need to present their ideas for management, organization and design of the Visual Arts room to teachers and peers. The chosen ideas are accepted and applied in the Visual Arts room for use by everyone.
Once the idea is adopted, it is applied throughout the year. This has helped to build a greater sense of shared ownership of this creative space, with students actively taking responsibility for maintaining the space.
In addition to engaging students in designing and maintaining the Visual Arts room, here are some tips on creating an environment of inquiry that I gathered during my first year as a Visual Arts teacher:
- Materials and equipment should be easily accessible by students. When there are varied items available for them to use independently, then you may expect more from students in terms of creativity and inquiry, especially when exploring the use of these tools and materials.
- Make the thinking visible. Just like in other inquiry classrooms, you need to involve students in thinking and creative processes. More importantly this needs to be visible in the classroom. Use thinking routines such as “I see…I Think…I Wonder” which fits well with “responding to art” activities.
- Display provoking questions, along with samples of Art work. These questions provoke students to think about their responses to art work and to take inspiration from the samples. The questions should be conceptual and related to the UOI.
- Involve students in responding to Art. Encourage students to express their thoughts and opinions as this might lead to further inquiry questions. At the same time, students are learning about the techniques and elements of Visual Arts.
- Display lots of provoking images and artwork. These are great primary resources for allowing students to tune in to various art concepts and can also be a source of inspiration.
- Provide a variety of books about art. There are books available for students to use both for inspiration and for learning about technique.
Those are just a small sample of ideas and tips that could hopefully be useful for your school’s Visual Arts room or maybe for your classroom.
Yan Yulius – PYP Coordinator at Sekolah Ciputra, Surabaya, Indonesia
Displays have the ability to create a rich environment that is both engaging and welcoming – displays can be bright and colorful or scientific and intriguing – either way, if they are done correctly they can really influence children’s learning.
A sense of belonging is really important in any classrooms, especially in primary school. If each student has at least one piece of their work on the wall then they will feel more at home in the classroom. This promotes a sense of pride and team spirit which is essential in any class.
Display boards also give us the opportunity to teach the class through the art of creation. By decorating the boards together with the class they will feel a great deal more involved in the overall project and remember the information the teachers are teaching them.
Here are some wonderful class displays in Grade 5 classes.
Homeroom Teacher of Grade 5 Barito
SEKOLAH VICTORY PLUS (SVP)