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T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com
24 February 2016 – 2 March 2016 WHOLE SCHOOL
4 Steps to Managing Your Child’s Screen Time By Sara Bean, M.Ed. Article taken from: http://www.empoweringparents.com/4-steps-to-managing-your-childs-screen-time.php#ixzz3qO17UHp0 Is it just me or does it seem like children have lost their playfulness? Many of us can recall summer days spent playing games outside with friends, riding bikes, playing hopscotch, or making forts in the woods. Now, though, it seems that most kids prefer to lead a wired existence, constantly connected to some electronic device. Many parents are exasperated by their child’s constant technology use and the degree to which tablets, TVs, video games, laptops and smart phones have taken over their household. I once talked to a desperate mother whose child was sending upwards of 20,000 texts per month (No, that is not a typo.) Like this mom, many parents who we hear from are fed up and looking to take back control. Here are 4 steps you can take to manage or limit your child’s use of technology so that it works for you and your family. The final reward of the screen time can help to motivate your child to accomplish some more productive goals in the course of a day. Step 1: Know the Risks that Come with Screen Time You’ve probably asked yourself, “How much screen time is too much?” There really is no formula to determine this. When deciding what is appropriate and in what quantities, consider the potential risks as well as your child’s ability to recognize and avoid dangerous situations. One issue that stands out to me as a school counselor is the impact screen time has on the development of social skills. This is one of those “chicken or egg” questions: do children who lack adequate social skills gravitate toward technology as a source of social connection? Or do children who spend a lot of time in front of a screen either lose or fail to develop adequate social skills? While spending a lot of time in front of a screen could potentially be linked to poor social skills, it’s not always the case. Games and technology in general can be very rewarding—kids can interact and quickly get positive feedback from peers online, from other players in live games, or from scoring points in the game. But if your child has trouble fitting in and getting along with peers, it might indicate that he needs more face-to-face social interactions or some coaching on how to better connect with others from either you or a counselor. Another pitfall of children being surrounded by technology is that it can expose them to predators, inappropriate images, stories, or other content, even when they are not looking for it.
Consider the recent Slender Man stabbing. It’s a frightening example of the many dark corners of the web that children can find themselves in and that can influence them in ways we’d never anticipate. Furthermore, children often do not have the critical thinking skills to determine what is real and what is not, which makes them that much more vulnerable to hoaxes, scams, and the lure of influential internet figures, real or fictional. Along with possible exposure to inappropriate content comes the risk of your child overexposing him or herself. For example, sharing too much information about where they live, where they go to school, or sharing revealing photos of themselves with others. Children and teens often have a difficult time seeing the potential harm in this and find it hard to believe that others would target or hurt them. They feel invincible, thinking “that will never happen to me.”
Step 2: Know Your Goals So You Can Set Rules Your child’s screen time and use of technology should match up with your goals as a parent. Consider the following:
1. As James Lehman says in The Total Transformation Program, if you think of your family as a factory, what kind of product do you want to create? How can you use or limit screen time to create that product?
2. What types of technology do you want to allow into your home?
3. How much time do you think is reasonable for your child to use technology each day?
4. Where will your child be allowed to use these devices? 5. Are certain times of day off limits for technology use? 6. What types of content you will allow your child to
view or interact with? Whatever rules you establish, be sure that they are communicated clearly and enforced consistently. To assess whether your limits are working, ask yourself these questions:
1. What will we see if the screen time rules are working? 2. What will we do if they are working? 3. What will we see if the screen time rules are not
working? 4. What will we do if they are not working?
We also recommend that you talk with your child ahead of time to plan for how he will handle himself if he doesn’t get to play when or as long as he wants. Step 3: Decide What Comes Before Screen Time When deciding how to approach screen time in your home and how to best use it to your advantage, weigh these factors:
1. The maturity level of your child: Before authorizing more screen time, consider your child’s maturity level. Ideally, as your child ages, he or she will be able to have more and more autonomy to self-manage.
T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com
However, this is not always the case. If your teen is very immature, irresponsible, or struggles with self-discipline, more limits might be appropriate. The bottom line is that you know your child best and what he or she is capable of handling. Gradually add more freedom as children become better able to self-manage.
2. Your priorities and values: What do you want your child to learn in life? What are your values as a family? For example, if you really value family time together, then build that into your daily routine before any screen time can occur. Priorities are just that—they come first, before other things like screen time.
3. Your child’s responsibilities in the home: Most parents believe that their child should help out around the house in some way. For example, a child as young as 4 might be expected to put his or her own toys back in a specific place when done, whereas teens might have multiple, more complex chores like vacuuming the house or cleaning the bathroom. Any responsibilities your child has should also come before screen time.
Let your child know exactly what needs to be done each day in order to earn the privilege of screen time. Once they’ve checked everything off the list, screen time is earned. For example, you might decide that your child needs to make her bed, play outside or with a friend for at least an hour, do something creative for one hour, spend time in a planned family activity like a picnic or trip to the pool, and then once all of that is done, screen time is an option. In this example, priorities (family time, creativity, and healthy/social play) as well as responsibilities (making the bed, unloading the dishwasher) must be checked off the list before screen time is available. The final reward of the screen time can help to motivate your child to accomplish some more productive goals in the course of a day.
I completely understand that it’s not easy to do this in some cases. If you have a child who resists your rules and boundaries at all costs and seems to constantly find ways around your consequences, then read on for some tips on how to regain some control of the many devices and gadgets at your child’s disposal. Step 4: Know Your Options and Use Them As a parent, you are in control of the technology in your home, even if you don’t feel like you are. But first, let me say that it’s never effective to get into a physical power struggle, a literal tug-of-war over an electronic device (or anything for that matter!). If your child hides his device, sneaks time on it in the middle of the night, or simply refuses to hand it over, here’s what you can do. Passcodes and passwords: Many devices can be set to require a password or numeric code in order to allow access.
You can even set some devices to completely erase themselves after 10 failed log-in attempts, which may deter your child from trying to guess the code. Steer clear of familiar numbers such as phone numbers, dates of birth, or other number combinations or words your child might guess. Newer devices that have fingerprint scanners often use numeric codes as backup, so make sure your code is iron clad and never share it with your child. Parental controls: Video game consoles come equipped with parental controls built in via the system menu. Using these controls allows you to restrict internet access, purchasing ability and games with restricted ratings. Some devices can even be set to shut themselves down for the day after they have been powered on for a certain amount of time. Guided access: This is especially helpful for younger or less savvy children and is available on some tablets such as the iPad. It allows parents to easily turn the guided access function off and on by touching the home button a certain number of times and entering the passcode. Parents can restrict their child’s use to a specific app, and they can even circle parts of the screen they don’t want their child to have access to during use. Facebook privacy/security settings: Facebook’s security and privacy settings can prevent your child from showing up in public search results, prevent people from posting on his or her page, restrict who can send friend requests, and much more. My suggestion is to get your own account and play around with the settings and help menus. This way you can see what settings work best for your child’s account. Cellular services: I discovered that my cell phone provider allows me to suspend and reinstate service just by logging into my account and clicking a couple of buttons. Cellular providers also offer affordable monthly apps and subscriptions that enable you to track and limit your child’s usage, activity, and contacts. Disabling the device: Your child won’t hand over the game controller? No problem. When you have the opportunity to do so without a confrontation, you might find it useful to remove the power cord, the cable cord, or disable your wireless router. With my cable service, I have a hub that controls everything, and if I unplug the hub, all services are kaput. Don’t be afraid to seek help. Contact your cellular providers or the manufacturer of the device in question. A lack of knowledge is no excuse to be lax with technology limits. In our ever-changing and increasingly technological world the demand for parents to stay informed is more critical than ever. Dexter Canicula Head of Secondary
T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com
>> DISNEY’S MULAN JR. TICKET Show Date: 12 March 2016, Saturday Matinee, 2.00 pm – 4.00 pm or Gala, 5.00 pm – 7.00 pm Ticket Pricing: Regular: Rp100,000 VIP: Rp150,000 VVIP: Rp200,000 Ticket Selling: Main Cast’s parents 24 February 2016 7.15 a.m. - 4.00 pm in school bookstore Parents of other performers/ all students 25-26 February 2016 7.15 a.m. - 4.00 pm In LRC (2nd floor, Building A) Please read parent letter for detail information. >>Ticket Selling Procedures in LRC – Mulan Jr Musical, 25 and 26 February 2016 Procedures: In order to purchase tickets, kindly proceed to the LRC
(library)entrance door at the 2nd floor next to the stairs from the Reception Area.
The LRC door will only open at 7.15 a.m. Please note that queuing will likely start as early as 6 a.m.
Upon entering the school library, parents must secure a control number from the assigned staff inside.
The ticket selling will be on first come, first serve basis; no reservations.
Each parent shall only be given three (3) minutes to purchase tickets.
During the transaction at the ticket table, parents, nanny, or drivers are prohibited from using their mobile phones.
To guide you on where to go, signs will be posted both in English and Bahasa in designated areas such as school lobby, Block A entrance door, school canteen, and near the playground area.
Ticket buyers are requested to limit their movement within the library. Going to other areas of the school is not allowed as this might lead to disruption of classes.
Teachers and staff are not allowed to buy tickets for their students’ parents, unless they are parents of performers themselves.
Kindly prepare an exact amount for the tickets that you are going to purchase.
>>APMOPS 2016 COMPETITION – 9 April 2016 Deadline for submission of registration form on 15 February 2016. For more details please click the link APMOPS 2016. If you have any queries, please contact Anna Delgado at (021)58902962 or email at [email protected] >> SCHOOL EVENTS – TERM 3
29 February - 4 March Inter-Disciplinary Week 29 February - 6 March NationalHigh LIONS Cup
4 March Sports Day 12 March MULAN Musical Drama 19 March Fairground
>>NH LIONS CUP NHJS Student Council will be holding the NH Lions Cup on 29 February to 5 March 2016.This cup consists of two sports events (basketball and soccer) and two non-sports events (spelling bee and debate). We will invite your school to participate in this upcoming event. Please contact Student Council for further information.
>>Soccer Players at the IPEKA Cup 2016 (U-16 Boys) Day/Date: February 19-26, week days only Time: From morning until afternoon. Details will be in the schedule. >>TRY OUT SMP Date: 22-25 Feb at 7.10 – 9.00 am. PIC: Mr. Ayib (Bahasa Indonesia teacher) >> NHJS Chinese Story Writing Competition Day/Date : Wednesday, 24 February 2016 Details can be found in parent letter dated 22 February 2016
T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com
>>MULANJR.REHEARSALSCHEDULES for FEBRUARY
Daily Rehearsal Dates: 23, 25, 29 February Time: 2-4 pm (primary) and 3-5 pm (secondary) Venue: Auditorium Student involved: All main cast
Wednesday Rehearsal Dates: 24 February Time: 1.30 – 2.30 pm Venue: Respective classrooms Student involved: All main cast, selected students for P1-P5 and S1-S3 classes
Saturday Rehearsal Dates: 27 February Time: 8-11 am (selected students for P1-P5 and S1-S3 classes) Venue: Respective classrooms Time: 9am – 2pm (all main cast) Venue: Auditorium
>>INTERDISCIPLINARY WEEK (IDW)
Date : 29 February – 4 March 2106 IDW Schedule
Day / Date Theme/Event Dresscode Things to Bring Monday, 29 February 2016
Language Day House Coloured Shirt HouseColoured Shirt, Skirts/Shorts ( Not higher than 2 inches above the knee)/pants (any type)
Snack and Lunch, Water bottle, Extra Shirt, Pencil Case with basic stationery
Tuesday, 1 March 2016
Math and Science Day PE Uniform Snack and Lunch, Water Bottle, Extra Shirt, Raincoat , Pencil Case with basic stationery
Wednesday, 2 March 2016
Humanities Day NHJS House Shirt (Official School House Shirt) , PE Shorts
Snack and Lunch, Water Bottle, Extra Shirt, Raincoat , Pencil Case with basic stationery
Thursday, 3 March 2016
Arts and Music Day House Coloured Shirt Skirts/Shorts (Not higher than 2 inches above the knee)/pants (any type)
Snack and Lunch, Water Bottle, Extra Shirt, Raincoat , Pencil Case with basic stationery
Friday, 4 March 2016
Sport Day NHJS House Shirt (Official School House Shirt), PE Shorts
Snack and Lunch, Extra Shirt, Water Bottles, Hand Towels, Caps/Hats, Raincoat, Pencil Case with basic stationery
*Every child is responsible for his/her own valuables. *Please be informed that on Tuesday, 1 March 2016 our school backgate will be closed at 7.15am - 1.00pm to facilitate the activities planned for the day. Late-comers maybe dropped off at the front gate after 7.15am. 1. Students’ reporting time during this week will be as per timetable. All students are encouraged to come to school by 7:15 am.
Dismissal schedule from Monday – Thursday will be as follows: P1 – P2 :1.30pm P3 – P6 :2.00pm S1 – S2 :2.00pm S3 – JC 2 :2.30pm
2. On Friday, 4 March 2016, All students will be dismissed at the following schedule: P1 – P2 :10.30am P3 – P4 :11.00am P5 – P6 :11.30am S1 – JC 2 :12.00pm
3. Chinese calligraphy for IDW Dear Parents, We would like to assure you that in case your child is unable to get his or her calligraphy set, the Chinese department have prepared some sets so that all the students may share and be engaged in the activity.
T: 6221 5890 2962 |E: [email protected] | www.nationalhighjakartaschool.com
>> INTERDISCIPLINARY PROJECT WORK (IPW) PRIMARY The top four videos and these are as follows: P5 T Wrecking Maths P6 E Your friend will be there for you P6 G Energy P5 G English is fun…./PE is fun….. Congratulations to the finalists! Through the IPW Primary Judging and Presentation, all the eleven teams have shown to display their creative and innovative talents as well learnt new skills such as videography and working as a team. We are very proud of each work. These top four videos will be uploaded to the link below https://goo.gl/o0BZws The above link will be available only from Saturday 20 of February 2016 onwards until 25 of February 2016 for voting by our primary students only. Based on the students voting (50%) and based on the judging (50%) top three videos “MTV NHJS” IPW Primary 2016 will be announced on March 3rd 2016 during the IDW week. SECONDARY We are proud to announce that the following teams will be participating in the Hwa Chong Institution’s Project’s Day IPW Timeline for next competition level:
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PIAGET 12-Year Education Journey – 6 Over-arching Objectives (Part 5) Resilience: The Power of Bouncing Back
In an earlier issue, we described the PIAGET 12-Year Education Journey (P12YEJ) with the number 13651 – 1 direction, 3 pillars, 6 over-arching objectives, 5 milestone programmes, and 1 leadership platform. This is the 5th of a 6-part series that unpacks each of the over-arching objectives. In this 5th part, we will explore in greater detail the idea of resilience, focusing on the what, where, why, and how. What is Resilience? Karen Reivich, the co-director of Penn Resiliency Programme, and Andrew Shatté, research professor with the Medical School of the University of Arizona, are among the world’s key researchers and trainers of human resilience. Resilience is the ability of individuals to overcome challenges, steer through adversities, bounce back from life’s setbacks, and reach out for successesi. Where do Resilience come from? Resilience is characterized by the way we respond to adversities. Among the many thoughts that go on in our mind, two types of thoughts – ‘Why’ and ‘What-next’ – play a crucial role in whether we thrive or succumb to adversitiesii. Resilience rest upon our ability to come up flexible and accurate ‘Why’ and ‘What-next’ thoughts so as to bring about an appropriate course of action. Why is Resilience important? Resilience is important for four reasonsiii. First, resilience enables us to overcome the hardship we face in life. Second, resilience enables us to steer through daily adversities, such as conflict with family, loved ones, friends, colleagues and bosses. Third, resilience enables us to bounce back from life’s setbacks. Fourth, resilience enables us to reach out to achieve our potential. How do we cultivate Resilience? Resilience can be cultivated. Resilience rests on a continuumiv. People with resilience are not devoid of stress. Rather, resilient people have learnt to overcome the stress to take meaningful action. Resilience training involves two key skills – developing the awareness of our thoughts particularly in response to adversities and applying the strategies to change those non-resilient thoughts. This includes counteracting the ‘Why’ and ‘What-next’ thoughts that caused us to succumb to adversities. With practice, resilience skills can be masteredv. Parents and teachers play a crucial role cultivating resilience among children as children learn to interpret adversities largely from parents and teachers. Parents and teachers can learn the two key resilience skills of awareness and change themselves so that they are imparting resilient thoughts to their children. And parents and teachers can teach these two key skills to the children so that they can interpret adversities in an equally flexible and accurate way, hence resulting in resilient responses. In conclusion, Reivich and Shatté have this to say about resilience. Resilience can transform a negative situation into a promising opportunity. Resilience can transform “hardship into challenge, failure into success, helplessness into power”vi. Simon Leow PIAGET Academy Director/ Special Projects i(Reivich & Shatté, 2003) ii(Reivich & Shatté, 2003) iii(Reivich & Shatté, 2003) iv(Reivich & Shatté, 2003, p. 5) v(Reivich & Shatté, 2003) vi(Reivich & Shatté, 2003, p. 4)
