2013-06-19T03:34:58-04:00 Zein Odeh http://www.huffingtonpost.ca/author/index.php?author=zein-odeh Copyright 2008, HuffingtonPost.com, Inc. HuffingtonPost Blogger Feed for Zein Odeh Good old fashioned elbow grease. tag:www.huffingtonpost.com,2013:/theblog//3.2424509 2013-01-07T10:46:38-05:00 2013-03-09T05:12:01-05:00

Zein Odeh http://www.huffingtonpost.com/zein-odeh/
Edward F. DeRoche, dean of the School of Education at the University of San Diego, argues in his book, The Newspaper: A Reference for Teachers and Librarians, that in order for students to become lifelong learners, they must: "learn how to use non-fiction materials to expand their knowledge base, solve problems, and make decisions"

Examine any school mission statement and you will find the concepts such as "citizens of the world, well balanced, and critical thinkers." If we want our children to be socially responsible or citizens of the world, then we need to find ways to explain the reality of the world that they live in. This means discussing all issues, no matter how difficult they are to comprehend.

When the discussion came up at gogonews.com as to whether we write about the Sandy Hook shootings, there was no debate. Both the editor and I recognized that we have a moral obligation not only to report on this issue, but also to provide a platform for parents and educators to engage in meaningful discussions across the country. And yes, this issue should be discussed in the classroom.

The level and depth of conversations will depend on the emotional maturity level of each individual involved in these discussions. There are different ways educators can go about discussing and learning about the Sandy Hook shooting, below are some suggestions of topic discussions and strategies that teachers can use in the classroom.

Remember kids are resilient
Both educators and parents are often surprised that young children are aware of stories in the news. It is human nature to want to protect children and In this case it would be natural to want to shield our students from a story about a shooter killing innocent kids. However, it is actually far healthier to provide a platform for guided dialogue and for questions to be in answered to eliminate any misconceptions and reduce anxiety towards the topic.

Talk safety
Remind the students of the safety policies at school. Let them know that they are safe at their school and that teachers and principals have very clear guidelines to follow in emergency situations. Remind them of times that they have evacuated the schools during practice fire drills and lockdowns. By taking the time to review emergency rules students will realize their schools have secure policies and that they are protected.

Teach forgiveness
As horrible of a tragedy the Sandy Hook shooting is, educators should take this opportunity to teach and highlight how victims' families of Sandy Hook speak of forgiveness. Grace McDonnell's parents spoke on CNN and said that they will only move on with love, because their daughter, Grace, was love. No matter how much anger they feel, they cannot move forward with hatred. They went on to explain that Grace and her classmates' loving spirit will guide them. Educators can provide historical examples where victims of violence move forward through forgiveness to bring about change and hope. Leaders such as Nelson Mandela, who after 27 years of wrongful imprisonment, forgave and led his country; victims of 9/11 who refuse to speak of hate; parents who have lost children as a result war, who now speak of peace. Educators must teach and model the power of forgiveness. If we want the world to be safer, our students cannot move from a place of hate or anger.

Take the time to answer questions during classroom discussions
Ask the students what they know about this shooting? What have they heard? Let their knowledge and questions help guide your teaching. Listen carefully to them. Are they scared? Speak about school safety. Highlight the fact that the school had a safety policy and that teachers followed proper protocol. Are they intrigued to know more about the individuals who were killed? List their names and share some information that has been published by their families. Do they want to know about the killer? Explain that at this point very little is known about the killer and therefore little can be discussed. Refocus the conversation on the facts. Educators should take the necessary time to have these discussions in a safe, calm quiet environment.

Work with school psychologists and parents
Educational psychologists can run workshops in class that help students deal with traumatic events or understand difficult issues. They can work with students to help them understand their emotions and are also trained in dealing with students who may feel anxious or scared. Educators should watch for signs of students being apprehensive or fearful of being at school. Do not hesitate to inform the ed. psychologist or the parent to ensure that the child has a proper support system. If parents asks or is concerned about the effect the Sandy Hook shooting may have on their child, take the time to inform them of class discussions and ask them to inform you if their child seems overtly troubled.

The shooting that took place in Newtown is a tragedy that is very difficult to comprehend. As educators we must work together with other faculty members to help our students understand this situation and learn powerful lessons.]]> tag:www.huffingtonpost.com,2012:/theblog//3.1612386 2012-06-21T15:50:30-04:00 2012-08-21T05:12:05-04:00

Zein Odeh http://www.huffingtonpost.com/zein-odeh/ I Can Read with My Eyes Shut!: "The more you read, the more things you will know. The more that you learn, the more places you'll go."

Literacy paves the way for endless opportunities. It is a skill most of us take for granted, despite how fundamental it is to our daily lives. Both educators and parents play a key role in helping children become successful readers.

Exposure to Texts
Parents and educators can help foster a love for reading in almost any child. Expose your child to different types of literature such as picture books, bedtime stories, riddles, poems, songs, graphic novels, online books, magazines, audio stories and more. The more exposure your child has to reading, the more he or she will want to engage in it.

The Right Support System
I encourage parents to educate themselves on the reading program offered at their children's schools. Learn about the school's methods of assessment, their goals for the year, and the role that you can play as a parent. Model those exact strategies at home.

Be aware of the level and age appropriateness of the books your child is reading at home and at school. Children will have more fun reading if they have a sense of success when doing so. Children should be reading texts with a 99 per cent success rate according to Gail Boushey and Joan Moser, a sister duo who are educators and literacy coaches in Washington D.C.

Read For Meaning
When your child is reading out loud, ask him or her to pause and then ask the child questions about the story. By doing so, you are teaching your child that every text is written by an author who is trying to convey a message, and that when you read you have to seek out the message.

Reading for meaning is a skill that can be taught, but must be practiced. Ask questions that demonstrate an understanding of the text. More elaborate questions help your child learn how to find information. When students read for meaning, not only will they be motivated to read, but their thirst for knowledge will also grow.

Different types of reading
Become familiar with the different types of reading models commonly used in classrooms. A balanced literacy program is typically composed of different reading models.

Boushey and Moser say the five reading routines and you and your child should be following are: reading to self, reading to someone else, listening to reading, practicing writing, and doing word studies. Each type of reading has a unique purpose.

When children read to themselves they can enjoy the book on their own and use their imagination.

Reading aloud to someone else allows children to practice reading with expression and become more aware of the type of reader they are. They can also pinpoint things they need to work on to become a better oral reader.

When children listen to someone else read, they are able to hear how text is read aloud with appropriate fluency and intonation.

Practicing writing helps children to improve their reading skills while simultaneously improving their writing fluency. They also get to have fun and use their imaginations.

When children do word work they work on memorizing high-frequency words and spelling skills while working on sound-relationship rules.

We all play a unique role in creating successful readers. Make reading fun, make it a habit and have an active role in your child's literacy success.]]> tag:www.huffingtonpost.com,2012:/theblog//3.1273104 2012-02-19T01:24:58-05:00 2012-04-19T05:12:02-04:00

Zein Odeh http://www.huffingtonpost.com/zein-odeh/
After spending last summer in Jerusalem, I quickly realized that everyone has a story to tell. The Israeli Youth speak passionately about a homeland and the necessity of serving in the army while the Palestinian shopkeeper recounts why he can no longer afford his rent. As Israeli families hold on to the memories of loved ones lost in suicide bomb attacks, in Old Jerusalem, Palestinian children are on the street, have dropped out of school, are afraid to lose their homes, and have at least one family member in jail for throwing stones. People in the Orthodox community are not sure whether their traditional values have a place in this ever changing society and Palestinians currently struggle with the idea that the official language of Israel will be Hebrew.

Journalists are everywhere and political talk is part of every day life in Jerusalem. The varying, and often contradictory, perspectives and narratives are endless, complex, and emotionally charged. It is clear that this conflict is not just between Palestinians and Israelis, but within each of the two communities as well. All sides speak with conviction and make compelling arguments, but it's rhetoric versus dialogue.

However, in the neighborhood of Pat in West Jerusalem there is a school with a different story to tell -- a story where Israelis and Arabs are working together and trying to understand each other. The school is called "Hand In Hand" and the summer camp is called "Project Harmony". Both have a clear mission: to provide a space for both Israeli and Arab students to coexist at school and at home.

I visited Project Harmony on numerous occasions during the month of July 2011. As I sat with the counselors, most of them American (and of various faiths), I began by asking them the most pressing question on my mind: How do you approach the Israeli-Palestinian conflict with the students? I was particularly keen on getting this question answered, since it is a conflict that many Canadian teachers shy away from discussing because it tends to stir controversy.

I am told that the conversations here usually start organically because, after all, the campers were born into the conflict. Sometimes it is in the yard, when an Arab child claims that she prefers to speak Hebrew instead of Arabic. This infuriates some of her Arab friends who feel that she is not staying true to her roots. Other times the conversation can happen in a more structured environment, for example when students are tasked to create an identity map in which every child must write something down that represents his or her identity. Many of the Jewish students were surprised when one of their peers drew a picture of a Palestinian map with the slogan, "Free Palestine." This student later explains that she whole-heartedly believes and knows that a free Palestine can only exist alongside an Israeli state. But Palestinians deserve to have equal rights and a life without checkpoints, curfews, and house demolitions. These types of activities allow for dialogue and for different perspectives and feelings to be shared, and narratives to be understood.

My second question was about the notion of trust. With over 60 years of failed peace treaties, losses on both sides, destruction of lives, and heartbreaking stories, how are the kids able to trust each other?

The camp runs many team-building activities where the campers work together to find solutions, not exclusive to the conflict. One example is "The Chair Trust," in which students have to stand on chairs and find a way to move themselves across the room without stepping on the ground. At first the campers argue but bit-by-bit, they start to share the chairs, work together and move themselves and the chairs to the other side. An activity like this promotes collaboration, listening, and teamwork.

With all of Jerusalem's complexities, it was extremely powerful to see this kind of interaction between Palestinian and Israeli youth -- the next generation -- who are working together, believing in each other, and trying to understand that within a conflict there are many different perspectives.

As an educator from Canada, I was reminded of my role when teaching or dealing with a conflict in class. If I want my students to become leaders of the world, to know how to listen and respect another point of view, I must then promote collaborative learning, and not be afraid to talk about difficult or controversial issues.

Most important, I must expose them to daily current events, provide opportunities to solve problems, and help students see another point of view and find solutions to different conflicts. The campers at Project Harmony reminded me of the importance of always showing the different "truths" of a conflict. Not only does their approach shed light on a conflict, it opens children's hearts and allows them to believe that a peaceful solution is possible.


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Zein Odeh http://www.huffingtonpost.com/zein-odeh/ current situation where educators are using standard criteria and language to assess students. Regardless of the school system, the tips below will help you read and understand a report card:

1. Read the legend on the report card. A legend will decode key information in the report card. This is the first thing parents should do before looking at marks. Too often, parents will assume that they know what certain marks represent, which results in a misreading of the report. Knowing and understanding how each level/grade is defined is imperative when reading a report card. Whether the marks are assigned as A,B,C,D or 1,2,3,4, or percentages, it is critical to clearly understand what each mark represents. Play close attention to words that distinguish the levels such as "consistently exceeds," "occasionally exceeds, at grade level" and "progressing to grade level."

2. Read between the lines. This can be tricky. Be patient and remember teachers have painstakingly tried to articulate the most appropriate and helpful comments for your child. Chances are they revised their comments several times and that the school's administration has reviewed all the comments as well. Read words for what they are; for example, "is progressing" means the child has not quite reached the defined goal yet, or "we encourage them to..." means this is an area that the child needs to work on; "with coaxing" refers to the child needing assistance to complete an activity, while "at times seems distracted" implies exactly that -- the child needs to focus. If you are really unsure of the meaning behind a comment, write your questions down and ask for an explanation when school resumes in the new year or at the next parent-teacher interview.

3. Lose the Bias. Yes you love your child. Your child can and will do great things and maybe your child is gifted. But remember you are not observing your child in a classroom setting everyday. The teachers in the classroom are and they have been recording all his or her progress over the last term through anecdotal notes, rubrics, tests, quizzes, etc. Rest assured that a competent teacher would be able to back up any grade or comment with different examples of your child's work and detailed notes. Trust that the teachers are the experts; they know how to assess progress objectively and point out strengths and weaknesses. The bottom line is that teachers are accountable to the Ministry of Education, and their job is to accurately assess your child in a holistic manner.

4. Set Goals. Good report cards will offer suggestions about next steps or an action plan if improvement in a certain area is required. You, as the parent, can use these suggestions to guide a discussion with your child about short- and long-term goals that are realistic and relevant. Focus on consistent and incremental steps in the right direction. Ask your child to share their goals with their teacher, not only will the teacher appreciate that you took her feedback, but also that you are actively engaged in teaching your child important skills such as accepting constructive criticism, ownership of their learning, and the power of taking action.

A lot of hard work is put into writing a report card and the purpose of the report card is to report on success as well as areas of improvement. The key is not how much you fret over the content of the report card, but what you decide to do with the assessment. Happy Reading!
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Zein Odeh http://www.huffingtonpost.com/zein-odeh/
Despite the many conferences, teacher-training sessions, and news articles and research dedicated to better understanding bullying, educators continue to debate the best techniques and policies to implement to ensure that our school systems are safe. Nobody can promise that your child will not be bullied at school. However, I can suggest a few tips to help a parent identify if a child is being bullied and what steps to take:



1. Always be observant. If you notice any of these behaviours: withdrawal from activities, a reduced appetite, excessive Internet browsing, trouble sleeping at night, mood swings, a drop in academic achievement and no interest in talking, then you should make an appointment with the teacher to discuss one or more of these behavioural changes in your child.

2. Talk.Talk.Talk. These conversations do not have to be formal sit-down sessions about the issue of bullying. Try to keep the channels of communication open and informal. For example, talk on the way to soccer practice, at the dinner table or when you're watching his/her sibling's activity. The point is that you have to talk to find out what is bothering your child and you have to make it part of a daily routine. Casually ask your child about friends; who speaks up the most in class; who is having a birthday this month; who has a crush on whom; or about which Internet sites are the most popular. Once a child starts talking, he or she will start revealing more of what is happening at school and in his or her life in general.

3. Don't be a party to the parking lot chatter. Remember every student at the school is someone's child. Nobody wants his or her child to be the subject of a conversation among parents in the school parking lot. In some cases, bullies are often hiding severe anxiety and depression issues -- nobody actually enjoys being a bully -- it is a defence mechanism. If 'Jamie' is already branded as the school bully, ask your child about him. Find out if your child has a friendship with the supposed bully and try not to judge too soon.

4. Ask for strategies: Once you calmly provide explicit examples of how your child is being bullied to a teacher, counsellor, or principal, ask the educational team at the school to identify specific strategies that the child can use when confronting a bully. It could be as simple as having the child speak to an adult on recess duty. Or maybe have the teacher check in every day with the child. Perhaps the child needs to learn to stand up for him or herself and confront the bully. Create an action plan that ensures your child will implement these strategies and book a follow up meeting.

5. Be honest and listen. Listen carefully to what teachers and administrators are noticing about your child. Remember they probably spend more hours with your child over the course of the day than you, as a parent, do. They could notice things that as a parent you cannot or do not want to see. If your child is playing an active role in bullying another child, you must address the situation with your child directly. This can be as simple as having a conversation with him or her, explaining that the actions or choice of words are hurtful and affecting another child's well-being. Or it can be a situation that may require professional help to identify the root cause. The education team at the school can help guide you, but you need to be willing to listen, whether you are the parent of the bully or the child being bullied.

Schools should be a safe haven for all students. A place where children can exchange ideas, learn, play and create memories that will last a lifetime. We all have a role in the school system to ensure that they do exactly that.
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Zein Odeh http://www.huffingtonpost.com/zein-odeh/ believe that growing up in a multilingual setting may temporarily delay speech for some children, while proponents attest to the fact that it encourages a whole new level of thinking.

Saying that I am biased in the midst of this linguistic tennis match is an understatement. I grew up speaking three languages: English and French at school, and Arabic at home. I live in Canada and I teach at a French school rooted in bilingualism whose mission it is to foster the love of learning languages. Just to reinforce where I stand on this subject, I am about to board a plane to Jerusalem for the summer where I plan on honing my Arabic skills, and spending time in schools and centres populated equally by Israeli and Palestinian children.

Needless to say, I am fascinated with how and why students learn new languages. After all, a language is part of one's identity. It is a reflection on both how we chose to express ourselves, as well as our cultural history and norms. Educational researchers, such as Ellen Bialystok, support this claim, as does my own personal experience.

As with most lessons in life, the most impactful are those that are the most challenging. Last September, a few students joined our school with no knowledge of English. They were classified as English as a Second Language (ESL) students, although they already spoke one or two other languages at home -- a characteristic not uncommon for the typical Toronto household where over 30 per cent of households report speaking a language other than French or English at home.

During the first month of the school year, I used all of my ammunition to engage my class in a dynamic and exciting manner. I initiated fun activities and games, took class outside, and integrated IT into the ESL curriculum. To my surprise, as the month progressed, I felt that the students were not connecting with the English language. I wanted them to learn the language in an authentic manner. I tried to demonstrate the importance of learning English in a world they could relate to: speaking English would mean more fun at recess. The reality I witnessed was that the incentive to learn English was simply not strong enough and my ESL students would naturally gravitate to their peers who speak the same language.

It then occurred to me: if language is indeed a major part of one's identity, then why am I suppressing their maternal language in my classroom? Instead, I decided to integrate their various maternal languages (Chinese, Persian, German, Spanish and Arabic) into my lessons. In journal writing, I would give the students the choice to write in their journals in either English or another language of their choice.

When studying verbs we would compare different tenses and conjugations, and when reading a book I always asked if there was a translation in their language. I also decided to add another language into the classroom! A language that was common to all of us: French. With the integration of familiar reflections of the ESL students' language and thus culture, the students' acquisition of the English language was the fastest that I have ever witnessed in my entire career.

As I am about to embark on my next adventure this summer, I am so grateful to my students who have inspired me and reminded me of the importance to connect to and cherish one's mother tongue! ]]> tag:www.huffingtonpost.com,2011:/theblog//3.887196 2011-06-30T10:53:22-04:00 2011-08-30T05:12:01-04:00

Zein Odeh http://www.huffingtonpost.com/zein-odeh/
Although I understand and can appreciate why parents want to keep their children academically engaged over the summer months, I rarely prescribe a structured "summer package" of activities.

Learning, particularly over the holidays, should happen spontaneously and naturally. Ideally it should be a situation where the child is intrinsically motivated to learn something new or review concepts learned during the school year.

I suggest that parents tap into their children's interests and encourage them to explore what inspires them most. As a result, the child will pursue a subject with genuine interest less the pressure of an overloaded school year schedule.

Here are some tips to keep children motivated, busy, and hopefully inspired this summer:

1. Make it a habit to read.
It really doesn't matter what your child is reading as long as he or she is engaged and practicing literacy skills. Let your child take the lead in this area. Remember, they are in school for 10 months of the year where a teacher is guiding their learning; so during the summer holidays, let your child self-guide his or her own learning. Make time to read with your child and base the book selection on your child's interests.

2. Keep a personal journal.
Journal writing is the most efficient way a child can develop writing skills. Let your child pick out a journal, decorate it if he or she chooses and make it a daily habit to write something of any length in the journal. The idea is that each day your child can reflect on the day or a special event in any type of written format; a poem, a poster, top 10 lists, a comic strip, an illustration, a mind map, etc.

Do not get caught up in technicalities such as spelling. Occasionally, ask your child to share an entry with you or another adult. Edit the work together by looking up words in the dictionary, playing with different sentence structures, highlighting words and finding new words in a thesaurus as alternatives. Focus on the positive. Don't be surprised if they become completely obsessed and territorial with their journal -- let them own this little project!

3. Expose your child to current events.
There is a misconception that kids are too young to learn about world issues. The reality is that students love to learn about current events and are probably already aware of trends and major news headlines.

By exposing children, you may start a new and interesting conversation that will take direction based on your child's interests -- be it sports, geography, arts or sciences. There are many sources online that can open your child's eyes to interesting global issues and those that enable your child to interact with the articles and editors resonate particularly well.

4. Don't over-schedule.
It's summer time. Let your children relax and enjoy their time away from school. Why not leave some of the summer planning to your children? Ask them to think about local trips that you could do together (e.g. museums, parks, exploring farmers markets). You will be surprised with the range of activities they will come up with!

In a nutshell, my main piece of advice to parents this summer is to let your child sit back, relax and lead their own learning. I promise, you won't regret it!


Zein Odeh is currently the Junior School English Curriculum Coordinator at Toronto
French School and Educational Consultant for GoGoNews, an online kids newspaper.

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