PRESCHOOL JUICE MAKING

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Juice Making (Preschool) July 8, 2016

Fresh juice is packed with nutrients. As fruits and vegetables are juiced, the liquids are separated from the fiber, resulting in a concentrated blend of flavor and color, as well as phytochemicals (protective compounds) and minerals that “are better absorbed from juice than from food that is raw but not juiced,” says Vancouver-based registered dietitian Vesanto Melina, co-author of raw-food nutrition guidebook Becoming Raw.

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Juice Making (Preschool) July 8, 2016

Vegetable juices are so rich in nutrients, in fact, that while they’re no substitute for an overall balanced diet, they can help offset less-healthy diets, or even less healthy days. “When I’ve looked at how important the phytochemicals and vitamins are in protecting from chronic disease and how many people’s diets have little or none of those components, juices could help that way,” says Melina. (source Best Health)

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Juice Making (Preschool) July 8, 2016

Last July 8, 2016, in connection with Nutrition Month, the Childlink Preschoolers had their Juice Making Activity. With the aid of our dynamic teachers, the students enjoyed learning how to squeeze the juice form citrus fruits and how fresh juice-making benefit them.

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Juice Making (Preschool) July 8, 2016

Let’s hear from some of our preschoolers their experience of the Juice Making Activity:

N2

“The juice is very yummy!”
Dylan Adriel Jubelag, N2

K1

“It tastes sour but sweet. I like it!”
– Jhea Laarni Lee, K1

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“It tastes great! It’s very delicious!”
-Matthew Jedrick Uy, K2

The preschoolers all loved the Juice Making Activity! Try it at home!

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Juice Making (Preschool) July 8, 2016

“BUILDING THE RESILIENT HEART, MIND AND SPIRIT IN THE MIDST OF FAILURES”

Childlink Learning Center and Childlink Highschool, Inc. invites you to join the seminar entitled BUILDING THE RESILIENT HEART, MIND AND SPIRIT IN THE MIDST OF FAILURES this coming July 30, 2016, Saturday, at 7:30-11:30 A.M at the Center for Performing Arts in the University of San Jose – Recoletos, Main Campus.

Community Seminar

This seminar is aimed to:

  • Let the audience realize that failure is a hallmark of success and that failures are the stepping stones of achievement
  • Encourage parents/guardians to let their children face failures with faith, perseverance and patience
  • Teach ways on how parents/guardians can motivate their children to succeed through positive guidance
  • Encourage discipline and responsibility among children as a way to independent learning

The tickets are sold at P300.00. Early registrants can avail of the discounted fee of P250.00. Early registration will be until July 15, 2016. Parents of Linkers are FREE to join!

For more information, call us at 253-7783 / 253-9482 and look for Teacher Auda or Teacher Allen.

About Professor Henry Tenedero

Henry TenederoOur motivational and inspirational speaker has served as the 2015 President of the Philippine Marketing Association. A product of the Asian Institute of Management and Harvard Graduate School Program for Educational Leaders, he is the author of nine educationally inspiring books. His latest book is ANAK, IKAW AY HENYO, a must read for people who want to discover their genius potentials through learning styles, multiple and emotional intelligences thus making them highly competitive in the context of Asean Integration and APEC developments. Few copies of the book will be available during his talk at a discounted price of P350/copy. If you wish to make an advance reservation please contact Teacher Allen or Teacher Auda and Sir Henry will gladly autograph your book.

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AFTERSCHOOL PROGRAMS MAKE A DIFFERENCE! Findings From the Harvard Family Research Project

IMG_0861In February, the Harvard Family Research Project (HFRP) published After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It (Little, Wimer, & Weiss, 2008), a brief that summarizes 10 years of research on afterschool programs and discusses implications for the future. Featured in the brief are studies that evaluate large afterschool programs with experimental or quasi-experimental designs. The authors, Priscilla M. D. Little, Christopher B. Wimer, and Heather B. Weiss, drew on those evaluations to address two primary questions: 1) Does participation in after school programs make a difference, and, if so, 2) What conditions appear to be necessary to achieve positive results? In this article, we summarize their findings and discuss the characteristics of programs leading to positive student outcomes.

Does participation in afterschool programs make a difference?

According to Little, Wimer, and Weiss,

The short answer is yes. . . . A decade of research and evaluation studies, as well as large-scale, rigorously conducted syntheses looking across many research and evaluation studies, confirms that children and youth who participate in after school programs can reap a host of positive benefits in a number of interrelated outcome areas—academic, social/emotional, prevention, and health and wellness. (2008, p. 2)

1. Academic Achievement

Afterschool programs can have an impact on academic achievement. Improved test scores are reported in evaluations of The After-School Corporation (TASC) programs in New York City (Reisner, White, Birmingham, & Welsh, 2001; White, Reisner, Welsh, & Russell, 2001) and in Foundations, Inc. elementary school programs (Klein & Bolus, 2002). A more recent longitudinal study showed significant gains in math test scores for elementary and middle-school students who participated in high-quality afterschool programs (Vandell, Reisner, & Pierce, 2007), and a meta-analysis of 35 studies of at-risk youth found that out-of-school time programs had a positive effect on reading and math achievement (Lauer, Akiba, Wilkerson, Apthorp, Snow, & Martin-Glenn, 2006).

The HFRP brief emphasizes that many studies “repeatedly underscore the impact of supporting a range of positive learning outcomes, including academic achievement, by affording children and youth opportunities to learn and practice new skills through hands-on, experiential learning,” (p. 3) citing evaluations of Citizen Schools (Espino, Fabiano, & Pearson, 2004; Fabiano, Pearson, & Williams, 2005) and of LA’s BEST (Huang, Coordt, La Torre, Leon, Miyoshi, & Pèrez, et al., 2007), among others. These programs not only offered academic support to improve academic performance, but also combined it with other enrichment activities to achieve positive academic outcomes. Little, Wimer, and Weiss noted,

Thus, extra time for academics by itself may be necessary but may not be sufficient to improve academic outcomes. Balancing academic support with a variety of engaging, fun, and structured extracurricular or co-curricular activities that promote youth development in a variety of real-world contexts appears to support and improve academic performance. (2008, p. 4)

IMG_08672. Social and Emotional Development

Programs with a strong intentional focus on improving social and personal skills were found to improve students’ self-esteem and self-confidence (Durlak & Weissberg, 2007). Examples include Go Grrls, an Arizona program of structured group sessions that helps improve girls’ body image, assertiveness, self-efficacy, and self-liking (LeCroy, 2003) and mentoring programs such as Across Ages (Taylor, LoSciuto, Fox, & Hilbert, 1999), which pairs older adults with students.

3. Prevention of Risky Behaviors

The hours after school, between 3 p.m. and 6 p.m., offer opportunities for juvenile crime, sexual activity, and other risky behaviors such as drug and alcohol use. Research and evaluation studies have shown that participation in afterschool programs have a positive impact on juvenile crime and help reduce pregnancies, teen sex, and boys’ marijuana use (Goldschmidt, Huang, & Chinen, 2007; Philliber, Kaye, & Herrling, 2001; Philliber, Kaye, Herrling, & West, 2002).

4. Health and Wellness

The afterschool setting presents an opportunity to address the growing problem of obesity among children and youth. Research has shown that afterschool programs can contribute to healthy lifestyles and increased knowledge about exercise and nutrition. Girlfriends for KEEPS (Story, et al., 2003) and the Medical College of Georgia’s FitKid program (Yin, Gutin, Johnson, Hanes, Moore, Cavnar, et al., 2005) are two such programs that benefit their participants; similar results are reported in a longitudinal study of more than 650 students who participated in 25 Connecticut afterschool programs (Mahoney, Lord, & Carryl, 2005).

What conditions appear to be necessary to achieve positive results?

Little, Wimer, and Weiss wrote that while afterschool programs “have the potential to impact a range of positive learning and development outcomes,” some programs do not maximize this potential. They identified the following three factors as critical to achieving positive youth outcomes:

a) Access to and sustained participation in the program
b) Quality programming and staffing
c) Strong partnerships among the program and other places where students are learning, such as their schools, their homes, and other community institutions

IMG_0852a) Access to and Sustained Participation

The HFRP brief discussed a number of research syntheses (American Youth Policy Forum, 2006; Redd, Cochran, Hair, & Moore, 2002; Simpkins-Chaput, Little, & Weiss, 2004) and evaluations such as those of the After School Matters program in Chicago (Goerge, Cusick, Wasserman, & Gladden, 2007), Louisiana’s 21st Century Community Learning Center (CCLC) program (Jenner & Jenner, 2004), and LA’s Best (Huang, et al., 2007) that show that students experience greater gains if they participate regularly in afterschool programs, with greater frequency (more days per week), and in a sustained manner over a number of years.

b) Quality Programming and Staffing

According to Little, Wimer, and Weiss, research on the quality of afterschool programs is mostly descriptive, with only “a handful of rigorously designed studies.” They have drawn from a set of studies they describe as “a small but powerful set of studies.”

Studies (Gerstenblith, Soule, Gottfredson, Lu, Kellstrom, Womer, et al., 2005; Arbreton, Goldsmith, & Sheldon, 2005) found that programs with structured and focused, well-organized activities foster engagement and facilitate high quality learning opportunities.

According to Little, Wimer, and Weiss, the quality of a program’s staff is one of the most critical features of a high-quality afterschool program. A follow-up study to the TASC evaluation found that positive relationships were found in sites where staff modeled positive behavior, actively promoted student mastery of the skills or concepts presented in activities, listened attentively to participants, frequently provided individualized feedback and guidance during activities, and established clear expectations for mature, respectful peer interactions (Birmingham, Pechman, Russell, & Mielke, 2005).

c) Strong Partnerships

Little, Wimer, and Weiss also found:

Strong partnerships are more than a component of program quality… Programs are more likely to exhibit high quality when they effectively develop, utilize, and leverage partnerships with a variety of stakeholders like families, schools, and communities. However, strong partnerships are more than a component of program quality: they are becoming a nonnegotiable element of supporting learning and development across all the contexts in which children learn and develop. (p. 8)

http://www.sedl.org/pubs/sedl-letter/v20n02/afterschool_findings.html

To know more about Childlink’s After School Care Program, please click the following link: http://childlink.edu.ph/home/services/after-school-care-program/

THE BENEFITS OF TUTORIALS

The Benefits of Tutorials
by: Mon Nerval

Recently, the Department of Education implemented the K to 12 curriculum, adding three more years to students’ basic education. The new curriculum now requires students to have one year of kindergarten, six years of elementary schooling (Grades 1 to 6), four years of junior high school (Grades 7 to 10), and two years of senior high school (Grades 11 to 12). The K to 12 program aims to provide a more globally competitive and holistic education to students. However, this may also mean a heavier study load as students experience the shift to the new system. To help children in the transition, parents may consider the services offered by tutorial centers.

Tutorials offer a myriad of advantages when it comes to improving learning skills and boosting grades. Whether a student needs academic support or extra challenge in the form of advanced lessons, tutorial sessions are the answer. Here are the specific benefits that students may get from tutorial sessions:

An edge over tests and lessons
  1. An edge over tests and lessons: Tutorials can help students improve their scores on tests and boost their academic performance in class. Tutors meet with students weekly or even daily to review homework and prepare for school tests, class projects, and college admission tests as needed. They also teach students organization skills which may be applied to future educational activities. Tutors can also go over advanced lessons with students. This can make a difference between a student having an average score and the highest score on tests and class standing.
Improved self-image

2. Improved self-image: Tutorials can be particularly helpful if a child is shy in class or uncomfortable around his peers. With regular interaction in group tutorials, the shy child will become more confident as he experiences improvement in his academic performance. As his self-esteem grows, he develops a better self-image. This can also lead to willingness in learning new material and tackling more challenging tasks.

Focused attention

3. Focused attention: This is the huge advantage of tutorials. Students are less likely to be distracted when studying with a tutor. They can focus without interruption on the task before them. Tutorials can also make them feel more relaxed and comfortable. Since there are only a few students in one session, tutors can effectively identify students’ strengths and weaknesses. They will reinforce students’ strengths and give assistance in weak subject areas. A tutor can cover a lot more material than a classroom teacher and attend to each of the students’ academic needs.

“Tutorials provide services that guide and aid students in their learning.”

The need for a good education has come to the forefront once again thanks to the newly implemented K to 12 curriculum. To help students and parents, tutorials provide services that guide and aid students in their learning. Because of the benefits of tutorials, students can now meet and even exceed academic expectations.

To avail of Childlink’s tutorial service, please visit the Accounting Office or call 253- 6590 and look for Teacher An.

Welcome

To Childlink Learning Center and
Childlink High School!

We are a private international school in Cebu, Philippines offering playgroup, nursery, grade school, and high school levels. With fully air-conditioned classrooms and highly qualified staff, we have a strong commitment to offer quality education and a comfortable, safe, and positive space to promote the holistic development of each and every child. We are also the first and only  School of Character in the Vis-Min region with an accredited character education program. Click here to learn more!

TEACHING & LEADING WITH EMOTIONAL INTELLIGENCE

Emotional intelligence consists of a variety of characteristics that we either already have (if we are lucky) or need to develop. These characteristics include self-awareness-being able to identify what you are feeling and why you are feeling it; self-regulation-being able to control your emotions even when you find yourself in difficult situations; motivation-being able to move forward even when your feel discouraged; empathy-being able to understand how others might feel, even if quite different from you; and social skills – being able to get along well with others through showing that you are both listening and understanding how they feel about things. Learn more on how to teach and lead your children with emotional intelligence during the Parenting Seminar this July 14, 2012 at the Social Hall, Sacred Heart Center, D. Jakosalem St., Cebu City.

GRATITUDE FROM THE GRADUATES

I appreciate all the challenges that Childlink has given me from the past. Now, I am ready and totally confident to face and complete all the challenges that I need to overcome.

– Amiel Theodore Chan

 

Thank you CLC family for being part of my life for 10 years and not only 10 years but FOREVER.

– Jonnalyne Salbo

 

Thank you for the full support from the parents, teachers and good friends for without you we would not have the strength to carry on.

– Harryl Marte Sanchez

 

I believe I have become a student who has a goal to become successful in life because of Childlink. Childlink has taught me good values that helped me determine what is right and wrong in making difficult decisions. CLC is my family and my home.

– Maria Louise Joy Boyles

 

Thank you schoolmates for all your friendships because I felt like we are one family.

– Fadhli Bhatkal

 

I am very thankful for the LOVE and SACRIFICES the teachers have unconditionally given to us students.

– Jack Anthony Panis

 

I am thankful for the understanding, kindness and patience the teachers have consistently showed to me.

РNikki Louise Yba̱ez

 

Thank you my dear friends and teachers for you made my school life a rollercoaster ride. You have been with me through all the ups and downs. Life would not have been wonderful without you.

– Jerica Eliesa Juarez

 

I am thankful for the numerous opportunities that the school has given that helped me develop my skills and talents that made me become what I am today.

– Erika Danielle Olan

A GRADUATE’S TESTIMONY By: Erika Danielle Olan

High school is a part of everyone’s life. “It could be as chaotic as having to go through swarms of wild animals each and every day, or as smooth and peaceful as a sail through Seine River in Paris. Nevertheless, a life in high school is memorable, something that you can never forget. And I will never forget.

I don’t think I can pick a specific thing or person I’m going to miss most; I’ll miss everything about Childlink. I’ll miss the little things: the daily flag ceremonies; the early morning rush; the fire drills and career orientations; the chitchats in the comfort rooms; the uniforms we’ve worn for so long that they seem like our second skins; the gossips and dramas of being in high school; our crushes (eeep!); the new books and supplies we buy before school starts; the first few days of school; the memorable conversations; the things and places we pass by everyday that we seem to take for granted, like the peace pole and the bulletin board; hanging out during dismissal; clearance week; the adorable preschoolers; those free days; the topics of the week’s we get on Fridays and the occasional communication letters; Student Council elections, from the campaigns to the speeches to the actual day of elections; being part of the bridges staff; the games we beg our teachers to play during class; class picture week; and the role plays and class activities we have to do. I’ll miss our subjects, no matter how I hated some; I’ll miss choir and music and Chinese class and PE, and all the events the Modern Dancing class had to dance in; I’ll miss the places in the campus, especially the canteen, the most frequented place in the school campus where students can hang out during recess, lunch breaks, and dismissal time. The camaraderie, the mere sense of relaxation and mingling, the short absence of worries regarding school works while munching on food. Sigh. The canteen was our haven. I’ll miss the school activities: Language Week, Family Day, Peace day, Nutrition month, Music Jam, Teenpreneur,  the leadership trainings and the annual scouting activities. Believe it or not, and I hate to admit this, but I’ll really miss the lectures and seatwork and projects and quizzes our teachers used to bombard, oh, I mean give us, and the excuses we used when we didn’t do what we were supposed to do; I’ll miss the cramming and staying up late for schoolwork and studying we did, when our hands would hurt after writing what seemed like a whole novel everyday. I’d really miss the School Play and the months of rehearsals and the hectic workload that always came with it. I’d miss trying to bend school rules (they never ended up well), and constantly anticipating the next weekend or vacation or any occasion wherein school would be cut short or cancelled. I’ll miss the challenges and in general, the intense pressure of a high school schedule. I’d miss being a kid and having those fairytale adventures in the playground. I spent my whole life in Childlink; it’s my second home. I grew up in its walls and grew up with the people. I guess they are what I’m going to miss the most. The camaraderie, the friends I had, my schoolmates, the teachers, and the staff. I’d miss the feeling of always belonging, being able to talk to anyone about anything and everything; everyone was your friend, everyone felt like family. I treasure the times I spent with friends going to Chu-un or buying snacks outside school or walking around V. Rama. We did things just for the heck of it, and we made great memories.

The end of my high school life is drawing nearer and nearer. If I could only stop time in its tracks, I would. Most people would not understand why I’d miss the things they probably actually hated about school. Some students want their school life to end quickly, but it feels different when it’s actually a reality. I would honestly give anything to relive my high school days all over again. So to all the incoming highschoolers, and all the ones still in high school, just enjoy the ride and cherish the time you have left in school.