October 2011 Newsletter

Greetings Parents / Guardians,

We want to express our sincere thanks to parents who have taken time to complete and return to us our Parents Satisfaction Survey Form.  Please be assured that the management will take into serious consideration of all your valuable suggestions and feedbacks.  It was always our desire to provide a better and conducive learning environment to all young children in our school. 

Our school children have just finished their End-Of-Year Evaluation and parents will be informed of your child progress in the upcoming Parents Meeting in November 2011. Meantime, our children are busy with the preparation of the Annual Concert and Graduation Night on 5^th of November 2011 at Pacific Grand Ballroom, The Pacific Sutera.  Since this is 8 Courses, 10 persons Round Table Dinner, kindly note that all entrances are STRICTLY followed by Dinner Ticket only. For easy reference, table grouping name list will be available at the entrance of the Grand Ballroom and NO prior table reservation is allowed.  All table allocation are strictly on a first come first serve basic.

Young adolescence can be a troubling time. There are scores of disturbing indicators to prove it including the steady rise of impulsivity, depression, suicide, violence, peer cruelty, and substance abuse. In addition we are seeing a growing rise in disrespect for authority, incivility, vulgarity, cheating and dishonesty.

We’ve been relentless in our efforts to make a change. But in all our interventions the one area often overlooked is the moral intelligence of the young adolescent. Moral intelligence consists of the personal, social, mental, emotional, and moral skills that make up solid character and guide moral behaviours. It is the capacity to understand right from wrong. It means to have strong ethical convictions and to act on them so that one behaves in the right and honourable way. Moral intelligence is what a young adolescent needs most to counter negative pressures and do what’s right with or without adult guidance.

Cultivating moral intelligence may well be our best hope. The latest research confirms strong moral characters can be learned and how teaching it can enhance our students' pro-social behaviours and replace negative ones. However, teachers are not their students’ most powerful moral instructors – parents are. Unfortunately, parents often don’t use their influence due to misconceptions. These seven parenting myths are especially deadly to kids’ Moral IQ.

Happy reading!

Moral Intelligence: Parents Do Make a Difference by Michele Borba, Ed.D.

7 Deadly Myths About Raising Moral Kids

MYTH 1: Moral intelligence develops naturally.

One thing is certain: kids aren't born with moral intelligence. Moral IQ is learned! The best school for learning the critical habits of solid character is always in the home. Too often parents assume these habits develop naturally: and it's a major misconception. To ensure kids acquire strong moral habits and beliefs, parents must intentionally model, reinforce, and teach the virtues and habits comprising Moral IQ. Unless they do, chances are their kids won't acquire them, and they'll be left morally defenceless.

MYTH 2: How kids turn out is all in the genes.

Most of us would agree there are some "givens" we can't change about our kids, such as their genetic makeup and their innate temperament. But even those are not etched in stone. Research verifies it. One 12-year study of 72-pairs of genetically related adolescents found their biological tendencies could be either be encouraged or stifled depending on how their parents responded to them. The bottom line: biology is not destiny if parents realize that a good deal of how kids turn out rests in how they treat their kids. If kids are treated morally and deliberately taught moral skills and beliefs, researchers say chances are high they will become moral. But the first critical step is for parents to realize they do make a difference in how their kids turn out.

MYTH 3: Moral beliefs are set by early teens.

Research confirms moral growth is an ongoing process that will span the course of our children's lifetimes. In fact, current studies say the part of the brain where conscience is formed isn't fully developed in males until 21 years of age. The adolescent years are when kids need adult guidance about tough moral choices most. So moral-building endeavours must be continuous and not stop during those teen years when parents often erroneously believe their kids' moral growth has stopped.

MYTH 4: Peers influence kids' morals more than parents do.

Scores of studies-including ones by the American Academy of Pediatrics - report that while peers do have a huge moral influence, parents influence their kids on moral issues that matter most such as religion, education, and values. Peers influence deals more with daily issues such kids' entertainment, music, and dress choices. Parents must recognize they can still have the inside track in their children's moral development because they can have the closest relationship, if they chose to nurture it. The bottom line: peers will be a bigger moral influence if parents allow them to be. And today's parents can't afford to make that mistake.

MYTH 5: Intelligent kids turn out morally intelligent.

Intelligence does not guarantee moral behaviour. If you need proof just think of brilliant leaders-such as Hitler, Stalin, Lenin-who were also evil. If parents are to succeed in raising moral children they must help their kids not only think morally but also act morally. And that means they must deliberately teach their kids critical Moral IQ skills such as resolving conflicts, empathizing, managing anger, negotiating fairly, using self-control, etc. We've always known that the true measure of character rests in our actions-not in mere thoughts. Unless children know how to act right, their moral development is defective. And that knowledge rests not in their IQ score but in what they've been taught.

MYTH 6: Moral growth starts at school age.

A common mistake parents make is waiting until their kids are 6 or 7- the so-called Age of Reason-to build their moral IQ. By then poor moral habits have formed and are so much harder to break. The fact is parents can start enhancing kids' moral growth when they are toddlers. Although at that age they certainly don't have the cognitive capacities to handle complex moral reasoning, that's when the rudiments of moral habits-such as exercising self-control, being fair, showing respect, sharing, and empathizing-are first acquired. So the earlier parents begin cultivating their kids' moral capabilities the better the chance they have of raising good moral beings.

MYTH 7: Previous generations didn't build kids’ Moral IQ, so parents today shouldn't have to.

Today's kids are being raised in a much more morally toxic atmosphere than previous generations for two reasons. First, a number of critical social factors that nurture moral character are slowly disintegrating: adult supervision, models of moral behaviour, spiritual or religious training, meaningful adult relationships, personalized schools, clear national values, community support, stability, and adequate parents. Second, our kids are being steadily bombarded with outside messages that go against the values we are trying to instil. Both factors make it much harder for parents to raise moral kids.

Today's parents can no longer sit back and assume their kids become decent human beings. Deliberately teaching the moral virtues and habits that make-up strong Moral IQ is the best assurance parents have that their kids will lead moral lives. Their first step is dispelling seven deadly myths so their kids do turn out moral.

SEPTEMBER 2011 NEWSLETTER

Greetings Parents / Guardians,

This is the first time the school is holding its 2011 Annual Graduation and Concert in a 5 Stars Hotel on 5^th November 2011 at the Pacific Grand Ballroom, The Pacific Sutera.  Each year, one of our greatest challenges is to allocate a proper changing room for our children while waiting for their presentations.  This year, we have arranged with hotel management to partition 1/3 of the grand ballroom for changing room purpose. We trust that all children and parents will have a memorable and enjoyable evening. As such, we are hoping all parents to be generous and avail yourselves for this important event. 

In order for us to provide a better learning environment for young children, we are seeking for parents’ cooperation to complete and return the Parents Satisfaction Survey Form to us as soon as possible.  For confidentiality, you may return it in a sealed envelope addressed to me.  Kindly note that all information provided will be kept confidential and we will take all feedbacks from parents into serious consideration.  If you prefer a private session, please feel free to contact me at 088-222175.

In the meantime, the children are busy with learning as well as the preparation for the 2011 Annual Graduation and Concert. We will keep parents updated on the progress of your children before the last school term holidays.

Thinking is a complex process, and its specific deviations, or parts, are not distinct. Each increasing level of the hierarchy of thinking makes use of the skills contained in lower levels, and the art of thinking requires interaction among all the levels.

Recalling information is a skill that is almost automatic in nature. For each learner, the recall block is different. As children continue to make associations in early life the recall block expands to accommodate this increase in information.

Basic thinking includes the understanding of simple mathematical concepts (such as addition and subtraction) and decoding print. Basic thinking also includes tasks such as looking up vocabulary in a glossary or simple, single criterion classification. Applying these skills in everyday situations in and outside of school is also a basic thinking function.

Raths et al. (1986) identify specific thinking and reasoning operations that are basic to the development of young children. These include observing, imagining, problem solving, and collecting and organizing data.

By identifying, understanding, and appreciating these specific operations, we can monitor each child’s development in thinking and reasoning.

Happy reading!

Developing Thinking and Reasoning Skills – PBS The whole child

Children are eager learners from the very start. And from the start, they learn in the context of important relationships. Parents are in a unique position to help their children develop learning and thinking skills. Other caring adults, including grandparents, caregivers, and teachers, can help as well.

Learning at Home

Children's thinking and reasoning skills emerge when adults and children seek out answers to questions and problems together. The emphasis should be on process rather that product. Listen carefully to children's questions and think of ways that they can discover their own answers. ("Why does Sparky stay warm even when it's cold out? That's a good question. Let's think about how you and Sparky are different.")

Children's solutions unfold gradually and often spontaneously in response to your questions. Instead of just telling you their ideas, kids may want to show them to you-perhaps by making a drawing or making a model out of clay. Of course, you can also use more traditional approaches, such as offering facts or describing how something works.

The most important thing you can teach children, no matter what their age, is that they are valued. Unless children have a basic sense of self-worth, it is unrealistic to expect them to approach the challenges of learning and problem-solving with confidence. When children feel that they are valued, they are more likely to feel capable, competent, and in control.

Solving Problems Creatively

You can help children become able, creative problem-solvers by encouraging them to come up with their own ideas and try a variety of solutions until they find one that works for them. Ask questions in ways that provoke children to think for themselves and to come up with an original idea or solution. For example, ask questions that begin, "How do you think we could?" or "What do you suppose would happen if?"

Once you ask thought-provoking questions, it is important to wait and listen to children's answers with genuine respect for their ideas. This approach requires time, patience, and ingenuity, but is well worth the effort.

Outside the Home

Trips to new places-a farm, a library, or the local fire station-offer excellent opportunities for learning because they stimulate children's sense of wonder and curiosity. Even a place that seems boring to you, such as a fruit stand, can hold kids' interest. Hands-on experiences are especially exciting because they let children use their senses to explore a new setting. Allow plenty of time for children to make their own observations and ask their own questions. You may want to write these observations and questions down and explore them when you return home.

Learning Differences

Some children will not learn at the same rate as others or at the rate expected by you or teachers. This may be due to a simple learning difference, hearing or vision problem, emotional issue, or developmental delay. If your child is struggling with learning, talk to your health-care professional as well as to your child's teacher (or childcare center director) about the possibility of getting an evaluation and additional services. Help is available and the sooner children obtain it, the sooner they can begin to overcome their difficulties.

DEDICATION OF PUSAT GRACE BONGKOL (BUILDING PROJECT) ON 11 AUGUST 2011

 Pusat Grace Bongkol



Our sincere gratitude to Berjaya Care Foundation

for sponsoring the Building Project in Bongkol

AUGUST 2011 NEWSLETTER

Greetings Parents / Guardians,

Please be informed that the 2^nd Mid-Term School holiday will start from 27^th August 2011 till 4^th September 2011. School will resumes on 5^th September 2011 (Monday). We would like to take this opportunity to wish all Muslim parents a blessed Ramadan fasting month and an advance Selamat Hari Raya Aidilfitri.

Raising a happy, healthy child is one of the most challenging and rewarding jobs a parent can have. Yet many of us don't approach parenting with the same focus we would use for a job. We may act on our gut reactions or just use the same parenting techniques our own parents used, whether or not these were effective parenting skills.

Although the times and family make-up have changed dramatically, the foundational principles of intelligent parenting survive. Research has provided clear fundamentals that direct children toward confidence, security, and achievement. Furthermore, there are a fair number of day-to-day options available in raising children from which parents can choose. The children of the next millennium will continue to be influenced by much more than their families; however, parents and grandparents continue to set the important foundations. The article below offers ten basic principles for you to think about and help you find ways to be a successful parent.

Happy reading!

Foundation Principles Of Parenting

Take Charge; Don't Overempower Your Children

Your children require leadership and limits to feel secure. Envision the letter V in Love. When children are small, they're at the base of the V with few choices, little freedom, and small responsibilities that match their small size. As they mature, they should have more choices, more freedom, and more responsibilities. Freedom and responsibility should increase concurrently. Although limits remain, more freedom is provided. Children will feel trusted and healthfully empowered. If you reverse that V like this, L, and children are given too many early choices and freedoms, they will believe they should have all the choices. They will resent rules and responsibilities and feel as if you're stealing their freedom when you don't give them a choice or you try to set reasonable limits. They will seek instant gratification, total power, and expect to be treated as adults before they're ready to handle the responsibilities of their overempowerment. In adolescence, ordinary expectations of responsibility will cause them to become angry, depressed, and rebellious. In plain English, they will act like "spoiled brats."

Praise Moderately to Avoid Pressure; Postpone Superpraise

Praise conveys your values to your children and sets expectations for them. A lack of praise conveys the message that you don't believe in them. Reasonable praise statements, like "good thinker," "hard worker," "smart," "creative," "strong," "kind," and "sensitive," set high expectations that are within children's reach. Words like "perfect," "the best," "most beautiful," and "brilliant" set impossible expectations. Children internalize those expectations, and the expectations become pressures when children find they can't achieve those high and impossible goals.

Don't Discuss Children's Problem Behaviors within Their Hearing (Referential Speaking)

Discussion about children among adults also sets expectations for the children. If they hear talk between parents and grandparents or parents and adult friends about how jealous or mean they are, if they're referred to as "little devils" or "ADHD" kids, if they're constantly described as shy or fearful, they will assume adults are telling the truth and believe they can't control these problem behaviors. On the other hand, if they hear adult talk about their positive behaviors, their confidence will increase and so will their positive behaviors.

Build Resiliency; Don't Rescue Your Child From Reality

Although children need protection, overprotection encourages dependency and oversensitivity. You can be kind without being oversympathetic. Your children will need to learn to recover from losses and failures, and independence and resiliency will permit them to triumph over obstacles.

Stay United, Be Willing to Compromise; Try to Say Good Things About Your Child's Other Parent

Leaders in a family that lead in two opposite directions confuse children. Children will not respect parents who show no respect for each other. Describing your child's other parent as an "ogre" or "dummy" may make you feel like a good parent temporarily, but your sabotage will backfire, and your child will no longer respect either of you. This is especially hard after divorce, but it is even more important in divided families. United guidance also holds true for grandparents. It's important for grandparents to be supportive of their children's parenting and equally important for parents to be respectful of their own parents, their children's grandparents. Disrespect among adults in the family will be interpreted by children as parent permission to be disrespectful.

Hold Teachers, Education, and Learning in High Regard

Set children's education as first priority. That will become most clear if they hear how much their parents and grandparents value learning. Tell them about the best teachers you've had and elevate their teachers as well. Set expectations for higher education early so they will assume education does not stop after high school.

Be positive About Your Own Work and That of Your Child's Other Parent

If adults walk in the door and complain about their work daily, children will develop an "anti-work" attitude. They'll complain similarly about their own schoolwork and household chores. If parents don't like their work, they should attempt to find better work and remind children that education provides more job choices. Also, they can at least explain to their children that they are honest and responsible in their jobs.

Be a Role Model of Ethics, Activity, and Hard Work

Locate other good role models for your children. Children watch their parents and grandparents. When adults "get away with" speeding, keep too much change, or are disrespectful to their mother (their grandmother), children will notice. When parents are interesting, ethical, and energetic, they'll be equally impressed. Parents and grandparents can be good role models without being perfect. Other adults can be good role models for your children as well. Introduce your children to friends and potential mentors who can also be positive influences.

Enjoy Learning Experiences With Your Child

Too many parents of twenty-year-olds have sobbed in my office because they couldn't find time for their children when they were growing up. Make time for learning and fun with your children, and they'll be happy learners forever. Instead of regrets, you'll have only wonderful memories.

Keep a Separate Fun Time and Adult Status

Without Giving Your Children Adult Status Too Soon, Enjoy some adult life without your children. Weekly dates and a few adult vacations a year will keep you excited about life together or with friends. Parents and grandparents should reserve time for adult conversations. Give your children something to look forward to. They can watch and wait and do child activities with the family. Permit yourself the enjoyment and adult relationships that you've earned by your hard work. Permit them the security of growing gradually toward adulthood.

Field Trip To Bomba Inanam on 22 July 2011

GROUP PHOTOS

  



Field Trip To Bomba Inanam on 22 July 2011 (Part 2)