ABC Music & Me-In Support Of Teachers

A paper I wrote in recognition of the early childhood educator.

Why We Teach:

We have been given the awesome responsibility of preparing our earliest learners with the school readiness that is so critical to their success.  But how can we achieve this goal when so much of the public’s thinking is that we are merely a glorified babysitting service?

Kindermusik recognized the need for quality early learning programs and understood that in order to teach to the whole child music would be the vehicle to achieve academic success.

Created by educators for educators ABC Music & Me a division of Kindermusik, empowers teachers by providing them with research-driven tools, user friendly lesson plans and attractive instruments and props with the goal in mind of allowing meaningful learning to occur.  The curriculum focuses the attention where it is needed-on the child! Tandem teaching with a host cd ensures that the educator is no longer involved with classroom busywork.   It’s almost like having an extra assistant!

The statistics are clear: A typical 3 year old from a disadvantaged family hears only 3 million words annually whereas a typical 3 year old from a professional family hears 11 million words annually.

The middle class is slowly disappearing and soon more than not will fall under the disadvantaged category.

ABC Music & Me, you the educator and the family create the educational triangle that can help bridge this gap and prepare a child with a solid foundation for academic success.

Why Programs Fail:

As a former early childhood educator, I have seen programs come and go and most wind up on the shelf collecting dust.

There are 2 key elements that are responsible for the failure of most educational programs

1. The curriculum is too convoluted or complicated to implement.

Our curriculum kit contains everything that the educator needs right at their fingertips.  Often programs require additional resources or props which have the teacher scrambling for items at the last minute.

1. The educator is left to his/her own devices; insufficient support provided to implement the curriculum successfully.

As noted below, educators receive full support and encouragement, not only via the professional training, but an email and telephone number is also supplied to enable the teacher to have the

opportunity to contact the trainer with any question/concerns he or she may have.  The trainer also maintains contact with the educators via periodic e -mailings, and site visits. Included in every unit is a DVD which contains teacher tips as well as actual classroom instruction of that theme.

ABC Music & Me –The Program

There are 3 components to our curricula.  Each component combined makes for the amazing success we are having with students of all abilities nationwide.

Part A- Addressing the needs of the student- A  well-structured curriculum created by masters in E.C. education and specializing in music and movement introduces  2 levels of curriculum that range from 18 months of age (Early Head Start) through 8 + years depending on the skill/ability of the child (Special Needs).  The 9 month curricula encompasses the school year and is readily interchangeable as each unit is self-contained   Child friendly monthly themes incorporate many elements of early literacy, vocabulary, repetition, call and response ,finger play, chanting and more.   Our 2nd curriculum extends the learning with an introduction to musical notation/vocabulary, hence the math element.  Each curriculum uses a cd that guides the pace of the lesson and enables true interaction between educator and child.

Part B- Addressing the needs of the educator- Kindermusik created a curriculum that is easy to implement, requires minimal preparation and is fun and engaging.  The program is classroom based and can be approached with flexibility. Extension guides enable an educator/administrator to use the curriculum to their specifics. As part of this element we include professional development. This intense yet engaging interactive 3 hour course assures the teachers of success in using the program.  Our presenters explore the how and why of musical early learning as well as the detailed explanation and suggestions for optimal success in the classroom. Special attention regarding CLASS is also addressed , by the way of incorporating role play and teaching the strategies of the lesson plans to be used throughout the school day.   The development can take place at a location of your choosing and is initiated prior to actual usage in the classroom.  Educators come away from the workshop with confidence and say “I can do this”.

Part C-Addressing the needs of the family- Never before has there been a core component of a curriculum that understands the necessity of family involvement.  President Obama’s initiative addresses the issue of the direct correlation of children’s educational success with family participation.  Our answer to this need is the creation of home materials.  Attractive family guides cd’s and occasional instruments are distributed as a continuation of the learning in the home.  The children glean ownership and pride (materials are non-reusable), enjoy sharing the knowledge and ‘do anywhere’ activities enable all family members to participate.  As an opportunity to further our immigrant population’s abilities we also have the home materials available in Spanish. These materials empower the parent unit by enabling them to work with their child in their own language. Our newest development recognizes the critical role the Parent Advocate plays in being the liaison between home and school, by providing specific training for this segment of the educational staff.

As a former educator, I know the amount of work involved in creating concrete activities for parents and children.  The home materials assure the teacher that qualitative work is being continued outside the classroom-and they didn’t have to spend hours preparing for it!

A Mother’s Resolution

2011-A new year.  A new opportunity to take stock and revisit where we were at this time last year.  A chance to measure with a true yardstick how far we have come and how much further we still need to go.

As a mother my resolutions and resolve take on a greater meaning as most of my resolve revolves around a being other than myself.  So the following is a list of sorts that addresses some of the greatest hurdles I have yet to achieve-mastering the art of motherhood.

Feel free to add yours.

I resolve to laugh more, love more and add healthy doses of playtime to my daily routine.

To be slow to anger and quick to forgive.

To listen more and lecture less.

To be less judgmental of others, but most of all myself.

To dole out plenty of hugs kisses and cuddles and recognize their immense healing power.

To pick my battles carefully and learn how to ” lighten up”

I resolve to use my time more wisely and that being said understand how to prioritize

(that email,phone call, dinner, project etc can be put on hold; my child comes first)

To have my son say as I do not do as I say.

To value silence as strengthening a bond.

To remember that my son is his own entity and not an extension of me, that I must not live vicariously through him, pidgeon-hole, label, put him on the spot, or otherwise make him uncomfortable to assuage my insecurities, fears and unresolved aspirations and issues.

To recognize that love of oneself is the only way to teach love for others.

To live in the moment and try to see at least one positive aspect in the day.

I resolve to be more thankful, grateful, compassionate and understanding and less petty,greedy, spoiled and shallow.

To do something charitable and have my son follow suit.

To count my blessings.

To be continued…..

 

“Hands”

In honor of my grandmother’s upcoming 100th birthday

Note: a poem entitled “feet” was published about my newborn son several years ago

Hands

Hands ever moving, dancing in time with the rhythm of knitting

Hands creating: sculpting, molding, painting

Not just art, but the people she touches with a firm but gentle

Hand

that raised me, that nurtured and comforted, that stroked

feverish brows and offered chocolate delights.

Hands that waved, waiting for the clasp of a little girl lagging behind.

Hands that made music and the beds,that cooked and planted

and sowed and reaped so much more than flowers

But

Cultivated a garden of Family.

Hands that were never raised in anger only recognized the quiet

strength of a hug.

Cheek as soft as silk, My hand, so immature, so much to learn

Strokes and melts into the velvety softness.

My heart bursting with pride and love and infinite tenderness

Her Heart strong and steadfast, yielding in kindness and generosity

We two entwined forever

A new Hand, pink and smooth nestles in our midst

And I am left with a lasting image of hands stroking a small blonde

head singing German lullabies, that I whisper in unison

Signs That Your Child May Be Drowning

Crucial information for everyone!

Drowning – if you read nothing else this week. Read this.

We found this post through twitter. It’s an article by Mario Vittone. It’s a long time since I read anything that really changed the way I think. But this article did. It also taught me something invaluable about protecting my child. If you read nothing else this week. Read this.

The new captain jumped from the cockpit, fully dressed, and sprinted through the water. A former lifeguard, he kept his eyes on his victim as he headed straight for the owners who were swimming between their anchored sportfisher and the beach. “I think he thinks you’re drowning,” the husband said to his wife. They had been splashing each other and she had screamed but now they were just standing, neck-deep on the sand bar. “We’re fine, what is he doing?” she asked, a little annoyed. “We’re fine!” the husband yelled, waving him off, but his captain kept swimming hard. ”Move!” he barked as he sprinted between the stunned owners. Directly behind them, not ten feet away, their nine-year-old daughter was drowning. Safely above the surface in the arms of the captain, she burst into tears, “Daddy!”

How did this captain know, from fifty feet away, what the father couldn’t recognize from just ten? Drowning is not the violent, splashing, call for help that most people expect. The captain was trained to recognize drowning by experts and years of experience. The father, on the other hand, had learned what drowning looks like by watching television. If you spend time on or near the water (hint: that’s all of us) then you should make sure that you and your crew knows what to look for whenever people enter the water. Until she cried a tearful, “Daddy,” she hadn’t made a sound. As a former Coast Guard rescue swimmer, I wasn’t surprised at all by this story. Drowning is almost always a deceptively quiet event. The waving, splashing, and yelling that dramatic conditioning (television) prepares us to look for, is rarely seen in real life.

The Instinctive Drowning Response – so named by Francesco A. Pia, Ph.D.,  is what people do to avoid actual or perceived suffocation in the water.  And it does not look like most people expect.  There is very little splashing, no waving, and no yelling or calls for help of any kind.  To get an idea of just how quiet and undramatic from the surface drowning can be, consider this:  It is the number two cause of accidental death in children, age 15 and under (just behind vehicle accidents) – of the approximately 750 children who will drown next year, about 375 of them will do so within 25 yards of a parent or other adult.  In ten percent of those drownings, the adult will actually watch them do it, having no idea it is happening (source: CDC).  Drowning does not look like drowning – Dr. Pia, in an article in the Coast Guard’s On Scene Magazine, described the instinctive drowning response like this:
Except in rare circumstances, drowning people are physiologically unable to call out for help. The respiratory system was designed for breathing. Speech is the secondary or overlaid function. Breathing must be fulfilled, before speech occurs.

Drowning people’s mouths alternately sink below and reappear above the surface of the water. The mouths of drowning people are not above the surface of the water long enough for them to exhale, inhale, and call out for help. When the drowning people’s mouths are above the surface, they exhale and inhale quickly as their mouths start to sink below the surface of the water.

Drowning people cannot wave for help. Nature instinctively forces them to extend their arms laterally and press down on the water’s surface. Pressing down on the surface of the water, permits drowning people to leverage their bodies so they can lift their mouths out of the water to breathe.
Throughout the Instinctive Drowning Response, drowning people cannot voluntarily control their arm movements. Physiologically, drowning people who are struggling on the surface of the water cannot stop drowning and perform voluntary movements such as waving for help, moving toward a rescuer, or reaching out for a piece of rescue equipment.

From beginning to end of the Instinctive Drowning Response people’s bodies remain upright in the water, with no evidence of a supporting kick. Unless rescued by a trained lifeguard, these drowning people can only struggle on the surface of the water from 20 to 60 seconds before submersion occurs.

(Source: On Scene Magazine: Fall 2006)

This doesn’t mean that a person that is yelling for help and thrashing isn’t in real trouble – they are experiencing aquatic distress. Not always present before the instinctive drowning response, aquatic distress doesn’t last long – but unlike true drowning, these victims can still assist in their own rescue.  They can grab lifelines, throw rings, etc.

Look for these other signs of drowning when persons are in the water:

Head low in the water, mouth at water level

Head tilted back with mouth open

Eyes glassy and empty, unable to focus

Eyes closed

Hair over forehead or eyes

Not using legs – Vertical

Hyperventilating or gasping

Trying to swim in a particular direction but not making headway

Trying to roll over on the back

Ladder climb, rarely out of the water.

So if a crew member falls overboard and every looks O.K. – don’t be too sure.  Sometimes the most common indication that someone is drowning is that they don’t look like they’re drowning.  They may just look like they are treading water and looking up at the deck.  One  way to be sure?  Ask them: “Are you alright?” If they can answer at all – they probably are.  If they return  a blank stare – you may have less than 30 seconds to get to them.  And parents: children playing in the water make noise. When they get quiet, you get to them and find out why.

Maria Vittone worked as an Aviation Survival Technician and helicopter rescue swimmer for the U.S. Coast Guard in New Orleans, LA and Elizabeth City, NC, flying on hundreds of search and rescue cases. He is currently working as a Marine Safety Specialist with Coast Guard Sector Hampton Roads in Norfolk, VA. You can read his blog here: www.mariovittone.com

Log Entry # 3 “Your Baby Can Read…Really”

Becoming increasingly difficult to get Charlie to watch the DVD.  He sometimes blurts out answers just to get me off his back.  Perhaps the window is closed or closing rapidly.  maybe younger children are entertained by the DVD and thereby are able to learn the patterns.  The question is : Is this an effort in futility?  If the child wont sit still /is bored by the repetitive lessons then how is he supposed to learn the shapes/patterns for the words being shown?

He seems to be responding increasingly to the word games and is able to point to all the words correctly.  i dont believe he dosent ‘know ‘ how to read many of the words.  He just isnt interested in the effort.  He is able to create these patterns in literacy works outside of the DVD.

I wonder whether we should move on and not wait the expected month with this DVD.  The instructions state twice a day!  I cant get him to sit still for one viewing much less two.  I’m sensing that he will reluctantly watch for my sake more than his.

I have spoken to other parents who are using the curriculum with the 3 and 4 yr age set and they are sharing similar issues.

Til tomorrow

Day 3-

Hit or miss with most of the words

Appears to be randomly guessing/memorizing.

Can read ‘cat’,'elephant’,'tiger’

Interesting note-Consistently mixes up the word dog and nose….hmm

Log Entry # 2 “Your Baby Can Read”….Really?

Day 2

Took a few moments to review the segment designed for parents.  Am fearful that the window of opportunity has closed as Charlie is already 4.  How ironic as Kindermusik/ABC Music and Me aligns with the early learning philosophy exactly and  the concept that I present to schools/educators almost everyday as account manager.

I am intrigued by the concept of naturally learned written patterns as compared to naturally learned speech patterns.

Charlie is eager to watch the video although not under the most optimal circumstances.  Cranky, hot and tired do not make for an avid learner, still he is now engaging with the children flashing on the screen and immediately repeats the key word following the voice-over.  He responds to the written word with a physical action and answers the questions out loud.  He beams with pride when he is able to read a word, but it is clearly a guessing game at this stage.  Ironically  he can read the title of the program, beautifully.

Day #2

Able to read 2 words with 90% accuracy.

Does better when playing the word game segment/distinguishing between two words on the screen.

Seems to be able to recall a variety of words in books as opposed to on the DVD

Log Entry # 1–Your Baby Can Read….Really?

Out of curiosity I have begun Charlie, now age 4 on the controversial and innovative program, Your Baby Can Read.

I have decided to document his daily responses to the program which in the first segment consists of watching a DVD twice daily for a month.  Some children, I have been warned, take longer to recognize these core words.

Day 1

We view with eager anticipation the 1st of a series of DVD’s only to be told that we will be reviewing this DVD 2x a day for a month.  The 1st viewing was accompanied by lunch.  Charlie enjoyed the visuals and repeated the words along with the voice over.  He was unable to read any of the words.  He particularly responded well to the color segment.

We continued with our second viewing in the late afternoon.  Still eager, Charlie once again repeated the voice over as he read the word.  As time passed, he continually said “again, why are we doing this again”.  I explained that this is how we learn.  Practice, practice,practice.  On the heels of my educational background, I suggested that he try to read the words no matter the outcome.  Charlie was able to recognize some of the shapes that the words took.  I noted that he discovered his own method for solving the word.  Making mention that ‘baby’ had a ” y” and that ‘elephant’  “looked long”.  After 10 minutes he grew restless but was able to sit through until completion.

Day 1- Guessed wrong all words/tried different problem solving techniques/shared outside experiences related to visual cues.

Ode To Charlie on his 4th Birthday

For all Mommies and little men all over the world.

My son:

What a difference a day makes, much less a year!

Is it possible that this lean boyish physique was only a few short years ago a squalling creature in my arms?

I see glimpses of the man you are to become in the rakish smile, the tousled hair -those deep penetrating eyes.

Already you are sought after by the female population; young and old alike.

You get your magnetic charm and handsome features from your father.

My fearless, exasperating, creative, willful, charming boy.   Opinionated and headstrong, you march to your own beat.

I am so proud that you have inherited that from me.

May love and good fortune follow you all the days of your life and may you be encircled forever in the warmth of family and friends.

This special day, the day that marks your milestones as you move from toddler to scholar.

The day of your birth and a re-birth for me.  Reinventing and forever wanting to better myself for you.

My darling, my heart, my life; fly free, skin your knee and know that my arms are always home for thee.

Love,

Mommy

The Power Of The People

A follow up to a previous post  regarding Helen Thomas and her biased views on the Middle East.

Due to the voice of thousands of people via email, snail mail, mass actions/groups and endless phone calls

Ms Thomas has resigned from the White House Press Corp.  I am encouraged that this proves that the public does

have a voice and belief in their convictions can move mountains!

Perhaps this will encourage others to stand up for the just and worthy causes that have fallen by the wayside due to a lack of support.

Disturbing News-Is History Destined To Repeat Itself

I just came across two unsettling pieces of information that I have chosen to share with my readers.

Regardless of one’s political/religious stance, it is unacceptable to defame, denounce and hurl epithets

at a particular group.  Let us remember the democracy which we thrive on and the teachings we share with

our children.  Everyone has the right to their own beliefs and ideals so long as it does not demoralize any other

being/race.

Are we so forgetful/complacent in ourselves that we choose to ignore the signs?  Let not history repeat itself-at least

not with our eyes closed.

1.  Freedom of speech is all well and good but Facebook clearly outlines in it’s rules that any malicious group targeting a particular culture/race shall be removed.

Why are these pages still in existence?

Hating Israel on Facebook

Stop the hate pages on Facebook.

http://www.aish.com/v/93393689.html

2.  I take personal offense at the next item as a public educator and as an American.

Vicious America-Haters, Jew-Haters Invited to Appear at Public School: Martin Luther King Jr. Middle School

These are your hard earned taxpayer dollars at work. Doing what? Creating an army of poisoned, ignorant haters.

Vicious America-haters and Jew-haters are invited as honored guests to
speak and pollute young minds in public schools — worse, one named for
passionate zionist and great American, Martin Luther King. Just so you
know, here is Martin Luther King on Israel and the Jews: <http://www.jewish- history.com/ mlk_zionism. html>

“Israel’s right to exist as a state in security is incontestable. ” It
was no accident that King emphasized “security” in his statements on
the Middle East.

On March 25, 1968, less than two weeks before his tragic death, he
spoke out with clarity and directness stating, “peace for Israel means
security, and we must stand with all our might to protect its right to
exist, its territorial integrity. I see Israel as one of the great
outposts of democracy in the world, and a marvelous example of what can
be done, how desert land can be transformed into an oasis of
brotherhood and democracy. Peace for Israel means security and that
security must be a reality.”
[...]
“I solemnly pledge to do my utmost to uphold the fair name of the Jews-because bigotry in any form is an affront to us all.”

During an appearance at Harvard University shortly before his death, a
student stood up and asked King to address himself to the issue of
Zionism. The question was clearly hostile. King responded, “When people
criticize Zionists they mean Jews, you are talking anti-Semitism. “

Brainwashing Young Minds at Martin Luther King Jr. Middle School<http://la-siren. com/blog/ ?p=41> LA Siren, Laura Rubenfeld

Rap Artist Lowkey<http://www.myspace. com/lowkeyuk> (aka Karim Dennis); Hezbollah supporter<http://97.74. 65.51/readArticl e.aspx?ARTID= 28143>,
Professor Norm Finkelstein, who will be promoting his book, This Time
We Went Too Far: Truth & Consequences of the Gaza Invasion; and
Jody McIntyre, a pro-Palestinian activist, will appear at Martin Luther
King Jr. Middle School in Berkeley, California <http://www.berkeley .net/index. php?page= martin-luther- king>on May 13, 2010, for a Middle East Children’s Alliance fundraiser<https://www. mecaforpeace. org/events/ berkeley- ca-norman- finkelstein- and-lowkeys- rendezous- victory-tour> called “Rendezvous with Victory: Benefiting the Children in Gaza.”

Norm Finkelstein’ s appearance at the Martin Luther King Middle School
shows the school’s event coordinator’ s lack of understanding for the
war America is fighting against radical Islam, and lack of tolerance to
offer a balanced understanding of the Israeli – Palestinian conflict.
But what shows a complete and undeniable attempt to brainwash children
is the invitation of a rap artist who incites hostility towards
Americans and her allies.

Lowkey is from the UK, and is currently on a leg of his tour in the
United States. He performed on Monday on the Library Walk at UCSD
during the MSU’s Israel Apartheid Week<file:///C:/Users/ Laura%20Rubenfel d/Desktop/ heapartheid. com>.
Lowkey is also scheduled to play at UC Santa Cruz and University of
Arizona. He is a self described poet, playwright, political activist
and hip hop artist. His music has politically charged themes, laced
with hatred and vitriol for Britain, France, the United States and
Israel.

When I spoke by phone to MLK, I was told that free tickets have been
provided to all the Middle School students and no supervision will be
provided by the school.

Many people view rap music as the voice of the new generation. Allowing
such a politically charged rap artist to perform at a Middle School in
front of impressionable students sets a dangerous new precedent, one
that any freedom loving American or pro-Israel supporter, should be
distressed by. Instead of brainwashing the children at University, the
leftists are trying to get at children much younger. Middle schoolers
will be brainwashed into hating America and Israel before they enter
high school.

Lowkey’s music video for Obamanation, is visible on You Tube. The video
incites violence against America. After brutal criticism of the US it
shows an exploding nuclear bomb over the words “Obamanation. “

Lyrics to Obamanation

Since 1945, the United States has attempted to overthrow

more than 50 foreign governments

In the process the United States has ended the life

of several million people

And condemned millions more to a life of agony and despair

The strength of the dream prevents you from reason

The American dream only makes sense if you are dreaming

.

Take everything from me and from Africans

and wonder why I call it the racist experiment

Afraid of your melanin, that ain’t gonna change

with the race of the president.

Racism under your skin tone,

you could call it Christopher Columbus Syndrome.

Read the rest of that here.<http://la-siren. com/blog/ ?p=41>

Outraged? You should be: Here is contact info for people to contact the school: http://www.mlkmiddl eschool.org/<http://www.mlkmiddleschool.org/>

Jason Lustig, Principal
Agatha Greeley, School Secretary
1781 Rose Street
Berkeley, CA 94703

Phone: (510) 644-6280

Fax: (510) 644-8783

More staff contact information here.<http://www.mlkmiddleschool.org/ king-people/ administration- staff> Go. Call.