Training centre for children and youth opens in Atiquizaya

Training centre for children and youth opens in Atiquizaya

A The U.S. Agency for International Development (USAID), the Municipality of Atiquizaya and members of the Izcaquilio community opened the Vocational and Recreational Youth Center, which will benefit 600 children and youth from the community and 1,200 families from surrounding areas.

B Construction of the center began in September 2013 with a total investment of $101,408 ($75,000 from USAID and $26,408 from the municipality and the Salvadoran Foundation for Development and Minimum Housing, FUNDASAL, in charge of implementing the project). The center has five rooms for vocational courses in computing, music, tutoring, among others, providing more opportunities for at-risk children and youth.

C Due to the excellent performance in managing its resources, Atiquizaya was one of 20 winning municipalities of the Domestic Finance for Development initiative, funded by the U.S. government and implemented by the USAID Municipal Competitiveness Project. The initiative encourages developing countries to mobilize financial resources to lower levels of corruption, reform tax systems and better manage their expenses. In this case, the contest award was used to build a center for vocational training, recreation, sports and cultural activities for children and youth.

D This initiative contributes to the goals of the Partnership for Growth, announced by President Barack Obama during his visit to El Salvador and signed by the Government of El Salvador and the U.S. Government in November 2011. Through the Partnership for Growth, the United States is working with El Salvador to achieve greater security and prosperity for Salvadoran families.

E Jason Seuc, Acting Director of the USAID/El Salvador Economic Growth Office, congratulated the citizens of the Izcaquilio community and Atiquizaya for obtaining the best performance in the 2013 Municipal Competitiveness Index, conducted among 108 municipalities nationwide. The opening ceremony was chaired by the Mayor of Atiquizaya, Ana Luisa Rodriguez de Gonzalez; Jason Seuc, and Isabel Moreno, a community leader. Members of the Municipality of Atiquizaya, FUNDASAL and Izcaquilio residents also attended the event.

Adjusted to (1)

municipality – samostatná správní jednotka, obecní úřad

funded by – financovaný

1) Read the article and match each of the headings to a paragraph.

1 US agency opened a youth centre in Salvador

2 The opening ceremony was seen by many

3 Contract between US and Salvadorian governments

4 Atiquizaya won a contest

5 Costs and description of the centre

2) Read the article and answer the questions.

1 What did the Municipality of Atiquizaya succeed in?

2 What do we know about the Domestic Finance for Development?

3 What do we know about the center? Costs? Equipment?

4 What did President Barack Obama do?

5 Why could the community of Atiquizaya be very happy?

3) Explain the following words and phrases.

1 Vocational and Recreational Youth Center

2 at-risk children and youth

3 vocational training

4 achieve greater security and prosperity

5 opening ceremony

4) Answer the following questions.

What is an excluded locality? What does everyday life look like there? What problems do they have? Who helps the people there? How does our school cooperate with Roma children? What is the difference between mainstream and practical schools? How are Roma preschoolers supported to attend mainstream schools?

Video:

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Tips, sources of information:

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Source:

(1)

Training center for children and youth opensin Atiquizaya. USAID [online]. 2013 [cit. 2015-09-20]. Available at: http://www.usaid.gov/el-salvador/news-information/press-releases/training-center-children-and-youth-opens-atiquizaya

FDL art teachers talk about the importance of art

FDL art teachers talk about the importance of art

A At The Reporter’s request, Fond du Lac School District Fine Arts Director Polly Mueller sent out a query asking district art teachers why art is important and how it is being taught in the schools.

B Anoush Cowles, art teacher at Evans and Rosenow elementary schools replied: “The skills that we teach in the arts are skills that children can use throughout their lives. These processes are important, and part of the human experience. Art is used in our schools as a way for children to translate the world through their own lens to create something new and personal. It is a way for children to express their experiences to others. Art can be a critical part of the learning experiences of every child.”

C “Art classes can assist students to become better problem solvers, and develop decision making and critical thinking skills. Working on hands-on art projects can build fine motor skills. All of these areas carry over to assist in other classroom learning and social situations. Art reinforces what is taught in the classrooms and opens students up to be more expressive in their work,” added Trudy Perry, art teacher at Parkside and Lakeshore elementary schools. “We give students opportunities they may not otherwise have and introduce art from other cultures. This may open doors to future career choices and help students become more global learners. Art classes encourage students to be creative and use their imagination and also develop self esteem.”

D “Art provides opportunities for self-expression and the opportunity to reflect on their artwork. It also provides students with self-esteem, motivation, creativity and self-expression. Students are able to develop independence and collaboration throughout their experiences,” Cassie Morasch, art teacher at Theisen Middle School, expressed. She is convinced that arts education promotes the skills children need to be successful. In addition, exposure to art education promotes self-directed learning and teaches students that problems can have more than one solution.

E Michele Schneider, art teacher at Sabish Middle School, holds the view that students must communicate ideas, collaborate to give constructive criticism to peers and be able to receive those criticisms. “Critical thinking is vital in today’s world and in the art classroom students are able to utilize the creative side of the brain while also engaging the logical side. Art teaches the child to look at problems from other angles.”

Adjusted to (1)

query – dotaz

utilize – využít, zužitkovat

1) Read the article and match each of the headings to a paragraph.

1 Children develop independence, creativity, self-expression

2 Children describe their world

3 Polly Mueller questioned art teachers

4 Art supports critical thinking

5 Art develops thinking and prepares for future life

2) Read the article and answer the questions.

1 What did Polly Mueller want to find out?

2 Why does Anoush Cowles think art skills are important?

3 What do art classes develop according to Trudy Perry?

4 Which qualities does art boost according to Cassie Morasch?

5 What does Michele Schneider say about critical thinking?

3) Explain the following words and phrases.

1 translate the world through their own lens

2 become better problem solvers

3 fine motor skills

4 art reinforces what is taught

5 develop independence and collaboration

4) Answer the following questions.

What is art education? What are developmental benefits of art? What does art education develop? What is social role of art education? How should art teachers educate their students?

Video:

https://goo.gl/pq3D3R

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Tips, sources of information:

http://goo.gl/EbvVbk

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http://goo.gl/A79e0j

Source:

(1)

ROZNIK, Sharon. FDL art teachers talk about the importance of art. FDL Reporter [online]. 2015 [cit. 2015-09-21]. Available at: http://www.fdlreporter.com/story/news/local/2015/03/06/fdl-art-teachers-talk-importance-art/24500883/

Inspiring Creativity in Young Children

Inspiring Creativity in Young Children

A Sometimes, as I showed my 4-year-old students some new materials to work with, they would ask me: “What does it do?” This question would make me think twice about what people give children to play with: Too often it’s toys and manipulatives that are designed to “do” something interesting, but not to require the child to “do” very much at all! My favourite choices for manipulatives have always been materials that teachers call “open-ended”. These are materials that require children to think and construct for themselves.

B For example, my class and I once read the story of the laziness of Cuckoo, who wanted to look beautiful and sing but would not stoop to help other animals of the rainforest – until a fire threatened their seeds. This book features beautiful folk art and vivid colours. We could have followed up this story with a “follow-the-directions” type of assignment, in which the children cut out birds from printables . Instead, I gave the children a collection of geometric shapes of many colours and asked them to design their own cuckoo. Then we did a mini-lesson on geometric shapes, colours and how birds have certain body parts. The children created amazing birds! None of the resulting original works of art looked the same. The children were proud of their creations.

C The lesson here is that the open-ended materials selected did not “do” anything, but they could be used in a creative way to inspire the child to “do”. In the end, the students experienced a wonderful piece of children’s literature. They also discovered some science content that was made more interesting and relevant to them by its relationship to that story: how birds look, what they do, what they eat, where they live and how they can be represented. On top of that, they learned more about the names and characteristics of basic geometric shapes.

D What can you learn from this as a parent? Look for toys and think of projects that allow children to be creative and to construct, even though they might be a slightly messy endeavour. And try to think about the things that are already in your household as inspirations for creativity. While you are cooking, for example, your child can arrange macaroni into interesting patterns. Multi-coloured lentils and beans can lead to interesting designs, and a little bit of glue turns those designs into something that they can hang on a wall.

E And sometimes, the best manipulatives aren’t inside the home or classroom at all – they’re outside, provided by nature. I believe that my own creativity was originally encouraged and inspired by my ability to make absolutely awesome mud cakes, decorated with leaves from our backyard tree. The ability to be creative may be your child’s most important future asset. So the next time you’re at the toy store, ask yourself: What will inspire my child to “do”?

Adjusted to (1)

stoop – snížit se

endeavour – snažení

1) Read the article and match each of the headings to a paragraph.

1 Inspiration is all around us

2 Creative activities at home

3 Extra activities

4 A lot of toys aren’t creative

5 Cuckoo story and activity

2) Read the article and answer the questions.

1 What is the majority of toys in toyshops like?

2 Who is the story teller? What is she speaking about?

3 How was the lesson improved?

4 What should the parents think about more?

5 Where can they find inspiration for the creative activities?

3) Explain the following words and phrases.

1 manipulatives

2 “follow-the-directions” type of assignment

3 printables

4 basic geometric shapes

5 child’s most important future asset

4) Answer the following questions.

What creative activities do children learn in preschool institutions? What kind of toys are found there? How does a preschool teacher support children’s creativity? What knowledge should children acquire before they start primary school?

Video:

https://goo.gl/QsKeTk

https://goo.gl/9tMiqX

https://goo.gl/qWny4L

Tips, sources of information:

http://goo.gl/sKFyF6

http://goo.gl/dpaVtb

http://goo.gl/W5hrGn

Source:

(1)

PALACIOS, Rebecca. Inspiring Creativity in Young Children. The Huffington Post [online]. 2012 [cit. 2015-09-21]. Available at: http://www.huffingtonpost.com/rebecca-palacios/inspiring-creativity-in-y_b_1391400.html

Music curriculum aims to nurture preschoolers’ language skills

A Researchers Maria Runfola and Elisabeth Etopio want to show how music can help preschoolers learn language with an actual curriculum they will bring to 350 children from the ages of 1 to 5 in the city of Buffalo.

B Preschool children are not getting music instruction that could make a real difference in improving overall development, particularly their reading readiness, according to the researchers. This is especially true of children labeled “at-risk.” “This project has the potential for setting a national model on how music can benefit overall development of children in preschool and help classroom teachers guide music activities in preschool,” Runfola, associate professor of music education in the Department of Learning and Instruction says.

C Their work comes at a time when many school programs are cutting music from the curriculum. Losing the opportunity for exposure to music at such a formative age is bad enough, the two researchers say. But the deck is stacked against preschool children even more because Runfola and Etopio’s research has shown how music can make young children more ready to benefit from classroom instruction and become better readers.

D Runfola and Etopio conducted a study of 165 preschoolers who participated in music activities taught by 11 teachers with intensive training in musicianship skill and teaching strategies for guiding young children’s music development. Now they will practice it in broad range. Children and teachers will experience the “magic of music in weekly music/movement sessions guided by “music teaching artists.” The content of the curriculum includes songs and chants that enhance rhythm and rhyme; opportunities for aural discrimination — listening skills — that strengthen neural pathways for language learning; tonal-pattern and rhythm-pattern dialogue for improvised musical conversations; movement emphasizing flow, weight, space and time; playing and exploring simple instruments.”

E “This project not only guides children’s music learning,” Runfola says, “but also the professional development of their teachers so that future classes of children will benefit from something so powerful and universal — music— something that students can learn to appreciate and cultivate their whole lives.”

Adjusted to (1)

the deck is stacked – karta se obrací proti

enhance – zdůraznit

1) Read the article and match each of the headings to a paragraph.

1 The project educates also teachers

2 Children in Buffalo will experience a music project

3 Music supports children’s development

4 Contents of music curriculum

5 Many schools are cutting music out of their curriculum

2) Read the article and answer the questions.

1 What does Runfola say about influence of music education on learning abilities?

2 What is the situation concerning music in the US like?

3 What kind of project did Runfola and Etopio start? Who are they?

4 What skills will be practiced?

5 How will teachers benefit from this project?

3) Explain the following words and phrases.

1 curriculum

2 reading readiness

3 rhythm and rhyme

4 exploring simple instruments

5 professional development

4) Answer the following questions.

What are benefits of music education? How does music influence children’s learning? Describe how to teach music to preschoolers. What equipment might be used?

Video:

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Tips, sources of information:

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Source:

(1)

ANZALONE, Charles. Music curriculum aims to nurture preschoolers' language skills. News Center University at Buffalo [online]. 2014 [cit. 2015-09-21]. Available at: http://www.buffalo.edu/ news/releases/2014/07/041.html

An education in the arts is limited to the economically privileged

A Do we truly understand the purpose of education? Do we really think that going to school is only about achieving good exam results? The reason why a rounded education is successful is particularly the role of the arts. You can teach students to do well in exams without teaching them in any depth. A good education requires the development of the whole child, not merely their intellect. Research shows that self-discipline is a better predictor of success in life than IQ tests – and it has further shown that good character and resilience can be taught at schools.

B Wellington College is not unusual among independent schools. Two thirds of pupils learn a musical instrument; all take part in singing competitions and are given opportunities to act and present on stage. All are offered the chance to draw and paint, are encouraged to write creatively and have the opportunity to dance. The school is alive with performances, the corridors and walls are a permanent art gallery, and music is heard everywhere.

C Why should students at independent schools enjoy such a rich education in the arts, whereas in most state schools – where it could be the most needed – it is a hit-and-miss business? Every single child in a state school should have access to the five forms of the arts to the same degree as pupils at independent schools.

D Let’s start with music. Every pupil should be taught a classical instrument. And every child should experience the thrill of playing in a musical ensemble. They will learn about self-discipline, teamwork and trust. Drama is vital to emotional and intellectual development. Acting gives young people confidence and augments their ability to express themselves in public. Visual art is the most universal language of all and the earlier it is taught, the better. Doing so will give them the means to enjoy and understand art and architecture – the environment they live in. Creative writing plays second fiddle to literary appreciation in most schools. Yet learning how to express ourselves, whether in poetry, prose or drama, provides a crucial psychological outlet, and an invaluable professional skill. Dance, the fifth art form, has fared least well in schools, despite its growing popularity amongst the young.

E These opportunities are a long-term investment in talent and happiness of the young. They will develop interests that blossom, giving them skills of self-confidence, presentation and articulation. These will improve their professional progress, and will enrich their personal lives immeasurably.

Adjusted to (1)

hit-and-miss – nazdařbůh činěný

resilience – odolnost, houževnatost

augment – zvýšit

fiddle – housle

1) Read the article and match each of the headings to a paragraph.

1 State school students necessarily need art education

2 These skills can enrich everybody’s life

3 5 types of art in education

4 Wellington College is based on art education

5 Rounded education is important

2) Read the article and answer the questions.

1 Why is rounded education successful?

2 What is special about Wellington College?

3 Who mainly needs to be taught art at school?

4 How does art improve future life of students?

5 What skills does it improve?

3) Explain the following words and phrases.

1 purpose of education

2 rounded education

3 independent schools

4 have access to the five forms of the arts

5 invaluable professional skill

4) Answer the following questions.

What does art mean? Why is arts in education important? How should it be taught in preschool? Where can children and youth devote to arts in their free time? Describe the facilities.

Video:

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Tips, sources of information:

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Source:

(1)

3 Keys to Teaching Kids to Write. U.S. News [online]. 2014 [cit. 2015-09-21]. Available at: http://www.usnews.com/news/articles/2014/10/27/3-keys-to-teaching-kids-to-write?page=2

Ministry takes steps to deal with “cyber-bullying” in Czech classrooms

Ministry takes steps to deal with “cyber-bullying” in Czech classrooms

A The use of mobile phones in classrooms and schools has become a serious issue in the Czech Republic, with ever more children recording their classmates and even teachers, and posting the footage on the web. The Education Ministry has now, for the first time, recognized the issue of cyber-bullying, and has come up with guidelines to help schools control the use of mobile phones and other technology.

B A video posted on the Internet in June this year shows a Czech teacher telling a pupil off for having a messy desk. The student talks back, which makes the teacher lose his temper and smack the boy, who then storms out of the classroom. Another clip posted on the web shows a group of students bullying their teacher who ends up with a trash bin on his head. Schools around the Czech Republic have increasingly had to cope with what is known as cyber-bullying – students recording clips of their abusive behaviour and posting them on the web. The Education Ministry is now taking steps to deal with the problem, issuing a set of guide-lines designed to bring the use of modern technology in schools under control.

C Tomáš Bouška, a spokesman for the Education Ministry, says: “We simply have to face the reality. And the reality is very simple – we have mobile phones and we have all kinds of electronic devices which the kids can use at schools and they also use them. And the school has to react to it because in a number of cases, the use of electronic devices was very problematic.”

D The ministry has recognized the term cyber-bullying for the first time; the new guidelines tell teachers what cyber-bullying is, and advise them on various ways of curbing the issue. “What we have defined in this methodological instruction is electronic bullying; e-mail or text message bullying as well as further usage of these footages on the Internet. It’s about bullying teachers or schoolmates with video or audio footage which can even be used to blackmail somebody.”

E Many schools have adopted rules limiting the use of mobile phones during lessons. But only half of the schoolchildren at such schools respect these rules. Teachers often have no way of enforcing them. Tomáš Bouška says different approaches will be open to teachers under the new guidelines. “Teachers can forbid, and if the kids are still using them, they can inform the parents. They can also take the mobile phones away. And if it still goes on, there are also some harsher steps included in our guidelines which could even involve the police.”

Adjusted to (1)

curb – omezit

1) Read the article and match each of the headings to a paragraph.

1 Examples of cyber-bullying

2 Restrictions in use of mobile phones

3 Introduction

4 Instructions on cyber-bullying prevention

5 Electronic devices at school

2) Read the article and answer the questions.

1 How are mobile phones misused at school?

2 What kinds of cyber-bullying are mentioned in the text?

3 How does the Ministry of Education react to the problem?

4 How can schools and teachers protect themselves?

5 What could be done in case of ignoring the rules?

3) Explain the following words and phrases.

1 posting the footage

2 abusive behaviour

3 electronic device

4 methodological instruction

5 blackmail

4) Answer the following questions.

What examples of cyber-bullying do you know? What steps would you take in case of being bullied? What should a child do? Who can help a person who is cyber-bullied? What might be caused by cyber-bullying?

Video:

https://goo.gl/dXcwrN

https://goo.gl/5vjSR1

https://goo.gl/lmjybd

Tips, sources of information:

http://www.stopbullying.gov/

Source:

(1)

RICHTER, Jan. Linka bezpečí marks 20 years of helping children. Český rozhlas [online]. 2008 [cit. 2015-09-21]. Available at: http://radio.cz/en/section/curraffrs/ministry-takes-steps-to-deal-with-cyber-bullying-in-czech-classrooms

Poll: Majority of Czechs oppose ban on physical punishment

Poll: Majority of Czechs oppose ban on physical punishment

A Last month the Minister for Human Rights and Minorities Džamila Stehlíková proposed legislation which would ban the spanking or smacking of children on the grounds that in some cases such treatment can border on child abuse. The introduction of such legislation would see the Czech Republic join other EU countries, including neighbouring Germany. But so far, a majority of ordinary Czechs have said they are against such a amove.

B Most Czech parents don’t think twice about spanking a naughty child, even in public, but that could soon change. Last month the Minister for Human Rights and Minorities Džamila Stehlíková proposed the Czech Republic join a number of EU countries sending a clear and resounding message: that physical punishment of children will not be tolerated. So far in the Czech Republic debate on the subject has been heated: critics say the country already has sufficient legislation on child abuse. On the other hand, there are many who think that an outright ban couldn’t hurt.

C Zuzana Baudyšová is the head of the Our Child Foundation supporting the rights of children: “It’s true that the proposal is somewhat provocative and it has caused a stir: but I don’t think such legislation can hurt. It can only help children who are at risk of severe physical and even psychological abuse. Parents who are unafraid to cross the line would know in the future that such behaviour is forbidden. At the same time, I admit there are moments when a mild spanking is better than some psychological forms of punishment, such as grounding or the silent treatment.”

D Other child psychologists agree an out-and-out ban would be a good thing, arguing that physical punishment can have negative effects on one’s upbringing. But many parents disagree: in a poll released by the newspaper Lidové noviny, three-fifths of respondents said they were against such legislation. Only a quarter said they ever resorted to occasional physical punishment and only its milder forms: a light cuff on the ear or smack on the bottom.

E Zuzana Baudyšová again: “Mrs Stehlíková is the first minister to stand up directly for children’s rights. The current legislation on child abuse doesn’t outline fully forms of abuse. And it would be beneficial to outline exactly what is forbidden. It is also important that any new legislation not just cover the situation in homes but also in schools and other institutions.” Mrs Baudyšová stresses that cases of even the severest abuse are not uncommon. Tragically 20 toddlers in the Czech Republic last year alone were tortured to death by their parents.

Adjusted to (1)

outright – naprostý

stir – rozruch

ground – dát domácí vězení

out-and-out – naprostý

1) Read the article and match each of the headings to a paragraph.

1 Abused children would be protected

2 Opinion poll

3 Spanking children in public might be illegal

4 Reasons why the legislation is important

5 A new legislation banning child abuse

2) Read the article and answer the questions.

1 What does the new legislation deal with?

2 What is the public opinion of the topic?

3 What do Zuzana Baudyšová and Džamila Stehlíková stand for?

4 Is there a similar legislation in EU countries?

5 Who could be mainly helped by the new legislation?

3) Explain the following words and phrases.

1 ban the spanking or smacking of children

2 naughty child

3 child abuse

4 such behaviour is forbidden

5 upbringing

4) Answer the following questions.

What is child abuse? What are types and examples of abuse? Who takes part in child abuse? How can be abused children helped? Which organisations could help them?

Video:

https://goo.gl/AXNQtb

https://goo.gl/cOQymq

https://goo.gl/Vl4gJP

Tips, sources of information:

http://goo.gl/xfMNCq

http://goo.gl/4mqW81

http://goo.gl/cympUz

Source:

(1)

VELINGER, Jan. Linka bezpečí marks 20 years of helping children. Český rozhlas [online]. 2008 [cit. 2015-09-21]. Available at: http://radio.cz/en/section/curraffrs/poll-majority-of-czechs-oppose-ban-on-physical-punishment