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Posts Tagged ‘fifth grade’

Photo: Jackie Valley/The Christian Science Monitor.
Fifth graders at Dennis Ortwein Elementary School in Las Vegas, Nevada, and their Let Grow posters.

Ultimately, you want your children to grow up able to take care of themselves. Love and convenience give parents plenty of temptation to do things for them beyond the point where the help is beneficial. That’s why a school in Nevada is lending a hand to kids and parents alike to so that fledglings may have a good chance to fledge.

Jackie Valley has the story at the Christian Science Monitor.

“Walking the dog. Wrapping a package. Cooking dinner.

“For adults, these activities often represent mundane to-do list tasks. But for fifth graders in Las Vegas, they offered something different this past school year – a taste of independence. 

“ ‘I can do things by myself more instead of having my dad or my mom do them,’ says Deven Doutis, who learned his dog goes a little nuts when he spots another canine out for a stroll.

The small steps toward greater – and lasting – independence came about in a very intentional way.

“Deven’s teacher, Amy Wolfe, sensed students were entering higher grades with more needs than in past years. Some couldn’t open a water bottle, for instance, or navigate minor conflicts with their peers. So when Ms. Wolfe heard about a program called Let Grow, she decided to pilot it within select classrooms at Dennis Ortwein Elementary School in Las Vegas.

“The program’s premise is simple: When children gain independence, they grow into more confident and capable people. …

“But what, exactly, are kids allowed to do by themselves nowadays? Terms such as ‘helicopter parent’ or ‘overparenting’ have become shorthand to describe adults who are overly involved, sometimes to the detriment of their child’s developmental growth. …

“A poll conducted last year for C.S. Mott Children’s Hospital at the University of Michigan found that three-quarters of parents say they have their children do things for themselves; however, the percentage of parents who report their children do specific activities independently is lower. Only a third of parents, for example, allow their 9-to-11-year-old child to walk or bike to a friend’s house. A similar portion say they encourage their 5-to-8-year-olds to decide how to spend their own gift or allowance money.

“Safety concerns emerged as the top reason those same parents don’t allow their children more free rein. The results did not come as a surprise to Lenore Skenazy, president of Let Grow and author of Free-Range Kids. For years, she has been on a mission to unleash children in a society where they increasingly have little independence in the physical world. …

“She says the backlash stems from a pervasive, heightened sense of danger built by media narratives and litigious tendencies. …

“In a commentary piece published by the Journal of Pediatrics last year, researchers pointed to evidence showing a correlation between children’s dwindling independence and increasing mental health problems over several decades.

” ‘We are not suggesting that a decline in opportunities for independent activity is the sole cause of the decline in young people’s mental well-being over decades, only that it is a cause, possibly a major cause,’ the authors wrote. (The lead author, Peter Gray, is a research professor in psychology at Boston College and a founding member of Let Grow.)

“In Ms. Wolfe’s classroom each month, students chose an independent activity, loosely tied to a theme, and completed it by themselves. Then they reported back to their classmates and teacher about the experience. There were no grades or critiques. If Ms. Wolfe asked any probing questions, it was to suss out how her students felt after, say, baking a cake or pulling weeds. …

“ ‘It’s more about developing the conversations with students to where they see independence … as a value,’ she says. …

“For her first project, Giwan Istefan’s 11-year-old daughter, Aria, decided to make miniature lemon-and-blueberry cheesecakes. Ms. Istefan says it turned into an exercise in parental restraint as well.

“ ‘I was like, “Oh my gosh, I see the disaster happening,” ‘ she says. ‘But I had to step back. It was growth not just for her, but it was growth for also myself.’ “

More at the Monitor, here. What are some of the ways you have encouraged independence in children, not necessarily only as a parent?

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Photo: Kathryn Palmer/The Hechinger Report
Fifth graders were asked to envision the future. “Everyone will have a new house to live in. It won’t matter how much money you have,” said Falhat Hassan, a student at John B. Wright Elementary School in Tucson, Arizona
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I loved working with fifth graders back when I was a teacher. They are funny, aware of the world, but not yet as rebellious as they are likely to be in a few years.

In a report at the Christian Science Monitor, fifth graders were asked to describe what they expected the world to be like in the future. If you ever get discouraged, hang out with some ten-year-olds.

“One student envisions a watch that tells you when you’re polluting – a sort of eco-nanny on your wrist. Another suggests that teachers might show up in classrooms, not in person, but as holograms. There’s talk of colonies on Mars, and people commuting in flying cars. 

“These are among the ideas to emerge from the fertile imaginations of fifth graders across the country thinking about what the world will – or should – look like in 20 years. As the calendar flips to a new year, the Monitor, in collaboration with the Hechinger Report – a nonprofit education news site – had reporters sit down with students in four cities to give us their predictions of and aspirations for the future. …

“What we found is that they harbor plenty of concerns about tomorrow, sure, but they also exude an innate optimism, a sense of delight and possibility. Their visions represent a journey into cybersecurity and space travel, racism and robots.”

Contributor Lillian Mongeau, of the Hechinger Report, wrote about Hillsboro, Oregon. “One idea, for when we colonize Mars, is that all of humanity could spend a few years on the Red Planet to let Earth ‘rest.’

“ ‘And then when we come back, we’ll try better to not pollute as much,’ says Chandler Stark, a fifth grader at Paul L. Patterson Elementary School in Hillsboro, Oregon.

“Chandler estimates it will take two to five years for Earth to recover from what we’ve done to it, at which point we can all return. The idea was met with nods by three of Chandler’s classmates as they sat discussing the future. … Since Mars is not yet ready for human habitation, these kids agreed that cleaning up our current planet was a top concern.

“ ‘The time to fix it is now,’ says Caden Sorensen. ‘It’s not going to fix itself. And if we do end up colonizing Mars, don’t ruin Mars, too.’

“But while the technology necessary to move to Mars seems likely to be a net positive, these children aren’t interested in every new advancement.

“Technology ‘can bring really amazing good things, but those things could bring some other bad things,’ Caden says, noting that he would warn his future children about the downsides.

“Noelani Velasco Polley agrees. She hopes to one day own an iPhone 21, ‘with 21 cameras on it,’ but for now she’s OK not having a phone at all. …

“ ‘I’m really concerned that there’s going to be more electronics … that people can hack, so more identity theft,’ says Fatima Abdi, who prefers to be called Fati. She also worries about artificial intelligence. … Fati worries racism will get worse, and thinks steps should be taken, short of going to Mars, to save the environment. …

“Chandler hopes to one day compose music for TV shows and video games. Fati plans to be a business owner – she already has an Instagram shop where she sells jewelry. Caden is currently aiming to be a lawyer, but figures he’ll probably change his mind. And Noelani wants to be a scientist or an engineer.

“ ‘I think there won’t be that many jobs in fast-food places’ in the future, she says. ‘I think they’re going to be like, bigger jobs, and people are going to want to be in jobs where they can get more money, because in the future everything is going to be more expensive.’ …

“They say the power to create the future rests in human hands. ‘I think there can be more equality in the world if we just work hard for it,’ Fati says.”

Christina A. Samuels interviewed fifth graders in Woodbridge, Virginia, and saw some of the same concerns.

“In 25 years, schools could be multiple stories, connected by elevators and moving walkways. Scientists will have made greater strides in exploring the uncharted ocean depths and the edges of the galaxy. Humans may even have settlements on other planets. … 

“Belmont’s math and science focus fosters the students’ interest in the environment, as does their location: Less than 2 miles away is Occoquan Bay National Wildlife Refuge, a habitat for migrating birds and butterflies. At Belmont, fourth and fifth graders get extra lessons in STEM subjects, such as robotics and hands-on science experiments.

“The coronavirus has affected the lives of these children since third grade – Prince William just returned to full-time, in-person learning this school year – but the fifth graders don’t like to imagine the pandemic in their future. 

“ ‘Let’s hope the pandemic is over,’ says Jason Rivera. Other viruses may appear, ‘but maybe not very big.’

“Or maybe there will be more warning, Jashua [Alvarado] says. ‘Scientists would be able to tell if a pandemic is going to come to the world like two years before, or one year, or – I don’t know – months,’ she says. …

“The six students … take each question seriously and answer thoughtfully. That’s perhaps not surprising from a group of students who see themselves playing ambitious roles in building a new world in the future – as engineers, doctors, and scientists. …

“ ‘I’m kind of a science nerd and my mom tells me if I want to be a scientist, I have to be working hard for it,’ says Jashua.

“Yanet Hundessa and Anjelica [Jabbie] will be helping other people. ‘I really want to be a doctor because I want to help the elderly,’ Yanet says. 

“ ‘I also wanted to be an engineer or a doctor because I love helping people, and I love building things,’ says Anjelica.

“They also plan to take on problems that grown-ups are now leaving behind. ‘Why don’t we focus on other people that live in different places?’ says Ethan [Ong]. ‘There’s people that are poor that don’t have lots of resources and that don’t have food.’ …

“ ‘People could donate to countries that have poor resources,’ says Sam Aphayvong. ‘If the people didn’t get the resources they need, they could become jealous and start wars.’ …

“ ‘I think people should be kind to each other,’ Yanet says. ‘No racism, and they should help out poor people and everybody will be equal.’ ”

More at the Monitor, here. No firewall.

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Pat Zacks at the Camera Werks in Providence feels compassion for inner-city kids whose schools can’t offer many enrichment activities. That’s why she volunteers every year to mount and hang 500+ juried photos by Pawtucket, Rhode Island, fifth graders (and a few grownups).

On Wednesday I stopped off at the gallery where the “Calling All Cameras” photos are on display until the end of September. The theme this year,  submitted by Linda C. Dugas, is “Pawtucket’s Color Palette.” Winners of this, the 18th, annual photo contest also get their work featured in the city calendar.

An impressive slate of judges are responsible for choosing this year’s winning photos (Butch Adams, Richard Benjamin, Christy Christopoulos, Jesse Nemerofsky, and Aaron Usher). Winners will be announced September 25.

I wish my photo of a child’s box turtle entry had turned out well enough to post, but I’m sharing a couple other favorites here.

Stop by the Blackstone River Valley National Heritage Corridor visitor center, just off Interstate 95 in downtown Pawtucket, to find the box turtle. The visitor center is opposite the historic Slater Mill, birthplace of America’s Industrial Revolution.

And if you are ever in Providence, please check out the Camera Werks on Hope Street. Pat’s Facebook page, here, has more information on the photo exhibit.

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Among children’s books, I especially like books that are fifth-grade level. Although I enjoyed all the “color” fairy books when I was in third grade or so — Andrew Lang’s Blue Fairy Book, the Orange Fairy Book, the Rose Fairy Book, and so on — it wasn’t until about fifth grade that I really got hooked. Flashlights under the cover and all. I had a relative who worked for Dan Wickenden (The Amazing Vacation), and she sent me Mrs. Piggle Wiggle and the Narnia books. My cousin Patsy got me into George MacDonald’s The Princess and the Goblin. I reread that one a couple years ago, and it’s as great as ever.

After college, I  taught fifth and sixth grade for a few years and read to the kids as time allowed. I remember how one class only gradually realized they were really starting to like Frances Hodgson Burnett’s The Lost Prince. Reading can sneak up that way.

Today I am one of the volunteers who go out from our workplace to an inner-city school where there has long been a tutoring relationship. It started with a team who read picture books chosen by teachers to first graders. Then other teams were added (such as fourth grade math tutoring), and now there are teams reading with fifth graders. The books are chosen by the librarian. Each fifth-grade volunteer has a group of three children, and grownups and children all take turns reading and discussing. Even though the kids see teams once a week, most individual volunteers only go monthly. It’s not hard to fit into one’s schedule. I have learned about a lot of books by volunteering at the school. I already knew about From the Crazy Mixed-up Files of Mrs Basil E. Frankweiler, but not about Holes, Maniac Magee, Hatchet, or Hidden Talents, to name a few.

One colleague, having found out that I liked this age level, introduced me to the Golden Compass series. Heaven! I also like her suggestion of The Island of the Aunts and recommend it.

Better sign off. The last time we had a storm like the one outside my window, my computer was hit.

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