Post on 31-Mar-2016
description
Mission
DC is a bilingual school providing a cha-
llenging, balanced, international education.
Our mission is to empower students to be
active, responsible citizens on the local and
global levels throughout their lives
Volume 14-11-E Sept. 30th
, 2011
I N S I D E T H I S I S S U E
1 Events
2 From the Superintendent
3 Early Childhood
4 Elementary School
5 Secondary School
6 Events: DC students admitted to universities
7 Five Senses Festival
8 Announcements
Vision
Our vision is to develop internationally minded people who, recog-
nizing their common humanity and shared guardianship of the pla-
net help to create a better and more peaceful world as LEADERS in
their respective communities. These leaders strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
Davy College students admitted to universities
Davy College Newsletter
1st row from left to right:
Xiomara Peña,
Romy Soto,
Mónica Corcuera,
Almendra Rondón
2nd row from left to
right:
Arturo Quispe,
Carlos Vigo
“A bilingual, international school established in 1995”
Page 02
From the Superintendent
Why is it so hard to motivate kids?
As parents, we often have a funny, inaccurate belief that our children won’t care
unless we twist their arms. But the simple truth is that your attempts to motivate
your child are probably working against you. You can’t make your child care just
because you do—in fact, you might actually get in the way of their motivation.
What’s worse, the push-pull of trying to motivate your child usually turns into a
power struggle. There’s something wrong with the picture if you care more about
your child’s grades than he does.
There’s something wrong with the picture if you care more about your child’s
grades than he does.
If you’ve been getting in your child’s ―box‖ and trying to make him care because you do, it’s important to stop and ask
yourself this question, ―What’s my child’s responsibility here? What’s mine?‖ If your child isn’t getting his work done,
your job as a parent is to hold him accountable and teach him how the real world works. In the real world, if you don’t
finish your work, you won’t get paid. Give consequences to show your child what the result of his poor choices are, but
don’t confuse the reason for doing this with thinking you’ll make him care about his math homework simply because
you care about it. Consequences aren’t there to create motivation; you give them because you’re doing your job as a
parent. The bottom line is that you can't motivate another person to care. Your role, rather, is to inspire and influence.
As parents, we often feel responsible for our child’s outcome in life, but understand that this is never the case—
ultimately, your child is responsible for his own choices. But because we think our kids’ success depends on us, we step
into a place where we don’t belong. We’re taught that we need to somehow control our kids, so we often jump in their
box without a second thought. We think we’re supposed to motivate our children to want certain things in life, but that
only causes them to function in reaction to you. Your child might comply to get you off his back or even to please you,
but that doesn’t help him get self-motivated. Again, you definitely want to inspire and influence your child. The goal is
the same: we want our kids to be motivated—it’s how we get there that makes the difference.
I’m Trying to Motivate Him. Why Isn’t It Working? The truth of the matter is, some children are less motivated than others. There are kids who are smart as a whip but who
get report cards with D’s and F’s. Some sit in the classroom gazing into space despite the teacher’s—and your—best
efforts. Maybe you have a child who forgets his assignments or worse, does them and never turns them in. Or you
might have a pre-teen who doesn’t seem interested in anything and has no real hobbies or passions. Maybe your teen
gives up easily or don’t want to try. In spite of your best efforts, he remains stuck or is starting to fall behind. (If you
have other concerns, be sure to have the school and/or your child’s pediatrician rule out learning disabilities, depres-
sion, addictions and other conditions.)
If your child is one of the less motivated, it can be a source of great worry and frustration and sometimes even
despair, and that’s where the trouble can begin. The trouble in this case is your reaction to your child’s lack of
motivation, not the lack of motivation itself. When you get nervous about him, you try to motivate him from the grip of
your own anxiety, and forget that it's just not possible to make someone care.
(to be continued on the next edition,
taken from Empowering Parents – ASCD 2011)
Peter Zeitoun, Ph.D.
Superintendent
Unmotivated Child? 6 Ways to Get Your Child Going
by Debbie Pincus, MS LMHC
Early Childhood / Inicial
Page 03
The Language in Little Children
Language development is one of the most important things
a child can learn. Parents play an important role in
teaching language to their children. Even if we are pro-
grammed to talk in a language, we need to learn the spe-
cific language of the people around us.
Between two and three years of age, children say their
name, build phrases with some words, talk to themselves
in their games, and have a spoken vocabulary from twelve
to one thousand words.
In EC 2, there are different activities where we stimulate
the language: play on words, rhymes, songs, image
description, and storytelling. In these activities the teachers
talk to children in a clear and correct way, without chang-
ing the real name of the things.
The acquisition of vocabulary motivate children to start doing small presentations in the class using their own words,
telling about their photos or favorite stories that they bring to the class.
To continue helping children in their language development, we suggest:
Speaking in the correct form and naming the things by their real name. Never talk trying to use easier words for
the child as this will confuse .
Add more vocabulary, even if you think it will be difficult for your child to understand.
Explain to your child that there are many ways of describing things. For example, when you see a dog call it by
the real name DOG, also teach your child the breed of the dog (Dalmatian) and explain the characteristics of the
animal. The more information you give to your child about an animal, the more interested they will be to start us-
ing different vocabulary.
Ducklings class
Early Childhood
Elementary
Page 04
The Joys and Hardships of Classroom Pets
Grade three is investigating the Interdependence of Living
Things in science this term. Wouldn’t it be a great idea to kick
off the unit with classroom pets? We wondered. We planned.
We decided: a hamster, a turtle and birds. Monica was the
lucky one, she ended up with the turtle.
We began our inquiry by examining our classroom pets
closely. Students sketched the animals, classified its body
parts, identified its needs to survive, and discussed its habitat.
Students asked questions and did research to find the answers.
Over the week, they became very attached and enamored with
Scratch, Ocean, Kathy and Frizzz.
Then the first incident occurred. Ms. Veronica came in on a Saturday morning to find Kathy (the hamster) gone! She
turned the classroom upside down, but there was no Kathy to be found. Sunday came and went, still no Kathy.
On Monday the students were very concerned but tried to focus on their schoolwork. Yet Kathy was on their minds.
It wasn’t until Tuesday morning that Kathy was back in her cage. The hero of this story? No other but our dear custo-
dian, Segundo. He had found her while cleaning the room, and had put her safely back in her cage.
Two days later, the second incident. Ms. Nikta and the class had decided the two birds, Scratch and Ocean, needed
more space than the small cage they came in. So one student donated her Rabbit’s cage. The birds looked happier
than ever and everyone was pleased. We put the birds out for fresh air (and for our sanity—they like to sing off-key),
a few times a day. Well, one day we went to retrieve them, and sure enough, both birds had escaped from the cage
and were sitting in the corner of the balcony! With the help of Ms. Veronica, we were able to safely place them back
in the cage. Segundo (the hero), put wire around the cage to prevent them from escaping again, or so we thought.
There was peace for three days. We were inside working hard on the multiplication table when one student stated,
―Um, Ms. Nikta, I am not sure, but I think Scratch is gone:‖ Sure enough, Scratch had somehow escaped and disap-
peared! This time, he was not in the corner. We looked everywhere, no Scratch. The kids and teacher were devas-
tated. Some cried, some whined, others were angry. The girls could not eat their lunch and spent the whole time
searching for Scratch, calling his name aimlessly. They declared a hunger strike until Scratch was found (we had just
finished studying Gandhi).
At the end of the day, Scratch was safely back in his cage. Who was the hero? Yet another custodian who found him
in the playground, decided this didn’t seem right, and placed him in a box until the owner was found.
The lesson here? Classroom pets are a big responsibility that should not be taken lightly. The students have learned
the valuable lessons of taking care of an animal, respecting living things and understanding that it is easy to fall in
love with our small relatives whom we share the planet with. Another important lesson: you can always count on
Davy College Custodians
to save the day.
Third Grade teachers
Secondary
Page 05
Technology – Design
Skills for the XXI century are lead the discussions for
the elaboration of new educational features. ¿What
does it mean to develop skills or to provide orientation
for the teaching of the subject content?
The report ―Learn for the XXI century‖ identifies nine
learning skills which are classified in three key areas:
Knowledge and communication
Inquiry and problem solving skills
Interpersonal and independent skills
The use of digital media contributes effectively to the
development and training in the above three skills re-
quired by the organization (http://www.p21.org/).
However, we would like to emphasize the contribution
to the development of inquiry and problem solving
skills applying technology, (MYP (www.ibo.org)
named ―Design Cycle‖.
Inquiry and problem solving are the core of technology in the MYP. During the five-year course, it is expected that
students be able to solve problems through technology. MYP Technology uses the design cycle as a reasoning model
and strategy to help students in the analysis of problems and in the designing, planning, creation and assessment of
products/solutions . A product/solution may be referred to as a model, prototype, product of systems. Therefore, the
MYP technology course is applied so that students actively participate and focus on the whole design process instead of
products or final solutions.
MYP Technology demands the use of the design cycle for problem solving related to technology and fostering a
practical focus based on inquiry By doing so, students will not only be able to develop practical skills but also
creative strategies and critical thinking. It is good to know that in our school we teach two technology programs and
that our students are receiving and education that will serve them in their futures.
Departamento de Technología
Davy College Students admitted at the universities
Page 06
Almendra Rondón
Almendra was admitted to the Universi-
dad Peruana de Ciencias Aplicadas. She
will study Interior Design.
Carlos Vigo Carlos was admitted to the Pontificia
Universidad Católica. He will study
Engineering.
Xiomara Peña Xiomara was admitted to the Universi-
dad Peruana Cayetano Heredia. She will
study Stomatology.
Arturo Quispe Arturo was admitted to the Pontificia
Universidad Católica. He will study
Law.
Mónica Corcuera Mónica was admitted to the Pontificia
Universidad Católica. She will study
Publicity.
Romy Soto Romy was admitted to the Pontificia
Universidad Católica. She will study
Engineering.
Five Senses Festival
Page 07
This year we had our 7th Five Senses Festi-
val. This activity, that started small and
shares culture and art, has turned to be an
institutional event. It is so interesting to
notice that throughout the year, our school
community is waiting for this event to share,
get together and enjoy the exhibition of art.
It is not strange to see parents painting or
modeling using clay together with their chil-
dren. It is not strange to have the visit of
schools who come to dance or artisans from
Cajamarca who come to share with us their
traditions and art works. Arts is since, a
long time ago, an important part of our life
in this community.
The Five Senses Festival is the space to
share Art and Culture, learn from other’s
talents, value our culture, maintain our tradi-
tions …and feel ourselves as little artists.
Welcome the creativity,…welcome our Five
Senses Festival! Martin Moratillo
Head of Arts
Announcements
Page 08
Superintendent: Peter Zeitoun Ph.D.
ECE Principal: Mg. Arlette Romero
Elementary Principal: Robert Hagenbucher, M.Ed.
Secondary Principal: Mr. Manuel Huaripata (Interim)
Edition and Design: Miss Sara Nalvarte
Proof-Readers: Dr. Peter Zeitoun / Mrs. Milagros Servat
www.davycollege.edu.pe
Holidays: Students will be on holiday from October 3rd to 7th. We wish they have a time of rest and would
like to recommend you spend as much time as possible with your children. We need them to put forth their
best effort for the last term of the year. Have a great and safe break.
Elementary Parent Conferences: these will take place the week after the break. Teachers will inform certain
parents as to date and time. If you wish to have a meeting with any of your child´s teachers, please make a
note in the diary.
Secondary Parent Conference: These will take place in our gym from 6:00 to 8:00pm on Tuesday, October
11. Parents will be attended on a first come first serve basis with meetings lasting no longer than five minutes.
Any parent who wishes to speak for more in depth should make an appointment to meet at another time.
What’s Happening September 30 Report Cards (ES/SS), end of Term III
October 3rd-7th Term III break
October 10 Term IV starts
October 10-14 Parent conferences throughout the week - ES
October 11 Parent conferences – SS (6:00pm)
October 15-16 U17 Soccer Tournament, boys, 8:30am, gym
October 17 Uniform Optional Day
October 17-21 Grade 12 art exhibition
October 17-21 Book Fair (Library)
October 22-23 National Gymnastics Meet (Gym)
October 27 Early dismissal (EC12:00, ES/SS 12:15pm)
October 29 APAFA Bingo
NEWSLETTER: We encourage you to read the newsletter; it has plenty of useful information here
Visit our photo gallery here User: padres Password: pdavy2011
Dr. Peter Zeitoun
Superintendent