Newspapers / The Charlotte Jewish News … / Nov. 1, 2005, edition 1 / Page 30
Part of The Charlotte Jewish News (Charlotte, N.C.) / About this page
This page has errors
The date, title, or page description is wrong
This page has harmful content
This page contains sensitive or offensive material
The Charlotte Jewish News - November 2005 - Page 30 Schools "Getting to Know You...the MI Way at Levin Middle School You may or may not have heard of Dr. Howard Gardner and his '^eory of multiple intelligences, but the students of the Barbara and Jerry Levin Jewish Middle School have. In fact, each one of them could probably tell you if they have more linguistic intelligence, or bodily-kinesthetic, or both! In fact, they could even tell you if their classmates are more visual- spatial or naturalistic. For those of you who aren’t familiar with the multiple intelligences, or MI for short, please allow me to explain. ^ Howard Gardner is a psycholo gist and a professor of education from Harvard University. He sug gests that traditional IQ (Intelligence Quotient) tests aren’t a true measure of how smart someone really is because there isn’t just one way to be smart. He found out through research with adults and kids that people learn and show their intelligence in dif ferent ways. Initially, Gardner identified seven different kinds of intelli gences, but has since increased it to eight. They are: linguistic, musical, logical-mathematical, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. A good understanding of the multiple intelligences will help you learn about who you are and how you learn, as well, as help you understand the people around you. The students at the Levin Jewish Middle School know all about the MI theory. They are studying the different intelli gences during guidance class this year. Throughout the year, we will WHO KNEADS KNOTS? # kJ i Nobody kneads your muscles better than an Elizabeth Grady therapist. Body massage is not only relaxing, it also relieves stress, improves circulation, breaks up toxins, alleviates pain and ■ ' reduces the appearance of cellulite, So your skin • stays toned, healthy and younger looking longer Knead we say mone? Why knot call now? In Charlotte at the Promenade (704) 847-3843 www.ellzabethgrady.com all complete several different MI assessments to gauge our strengths and weaknesses. Having this kind of information helps the students pick more suitable part ners for activities, choose appro priate assessment projects for themselves, and hold classroom discussions without viewing other’s ideas as “stupid.” Rather, their ideas come from the point of view of someone, with a different kind of intelligence. The Return of a Favorite Tradition — Rosh Chodesh Breakfasts Once a month, in celebration of Rosh Chodesh, the students at the Barbara and Jerry Levin Jewish Middle School get to kick back and enjoy a breakfast feast togeth er. Last month, we had our first breakfast in honor of Rosh Hashanah. We all enjoyed a bagel and lox buffet on the day before the holiday began. After breakfast. Rabbi Viorst led the students in a Rosh Hashanah trivia game. The students always get to enjoy a fun, educational activity after their meal. In addition to the monthly Rosh Chodesh breakfasts, we invite our parents to join us for a feast twice a year. Those two celebrations are extra special for the students and par ents as they get to participate in that month’s game together. Our first Parent Rosh Chodesh break fast is on December 1st in honor of Rosh Chodesh Kislev. ^ Madeline Tavin and Tali de Groot enjoy some bagels and lox at our first Rosh Chodesh breakfast celebration. Can a Plate Tell a Story? Mosaic Elective Each year, the students at the Barbara and Jerry Levin Jewish Middle School participate in a variety of electives classes* Our first round of electives this year included “Bridge Architecture,” “Ein Gedi Tutoring,” and “Storytelling through Mosaics.” In the mosaic class, the students saw examples of mosaics from around the world. They then read simple stories that could be told in three pictures ... beginning, mid dle, and end. Each of the students who took this elective then designed his/her own three-picture story to tell on a plate using glass tiles. The students drew the pictures, transferred them to the. plates, chose and cut the tiles, glued them in place, and grouted in between. The end results were won derful stories told beauti fully in glass mosaic. For more information about the Barbara and Jerry Levin Jewish Middle School, please contact Jessica Sammis at 704- 366-4558, or by email at jsammis@cjdschool.org. Devorah Weiss shows off her handiwork cut ting the glass mosaic tiles. Preschool Puzzlers By Fern Sanderson Preschool Puzzlers is a monthly feature sponsored by The Jewish Preschool on Sardis. Fem Sanderson is director of The Jewish Preschool on Sardis and a member of the national, state and local Associations for Education of Young Children, the Association for Supervision and Curriculum Development and the National Jewish Early Childhood Network. She can be reached at Jposonsardis@earth- link.net. ■ Q: My preschooler has an imaginary ft'iend that she talks to. Is this okay? If not, what should I do? A: Some children have a mul titude of imaginary friends. Other children may have only one imaginary companion- or none at all. Girls are slightly more likely to create imaginary friends than boys - possibly because boys tend to imperson ate characters rather than inter act with imagi nary people. Imaginary friends are a posi tive tool in help ing children learn about the world,. They allow chil dren to learn about roles and relationships, providing a “pal” for emerging social sfills. They enable chil dren to explore issues of control and power, without the anxiety of interacting with real authority figures. An invisible companion creates a world where the child is in control. Imaginary Mends provide an outlet for children to express and work through the normal anxieties of growing up. Observation and conversation are good ways to get to know about your child's imaginary friends. Watch and listen to interactions between your child and his/her playmate. If your child is comfortable with your interest, ask open-ended ques tions (questions that cannot be answered with “yes,” “no” or another one word response) and let your child guide you. Children will usually tell you what they want you to know. Take care not to enter into your child’s imaginary world too enthusiastically or to interact with an imaginary friend with out being invited. Support your child’s beliefs positively, but don’t overdo it ^en adults get too involved, children may feel they’ve lost confrol of their cre ation. As in other areas, parents should take responsibility for setting limits and boundaries. Try to be accommodating, but if requests or demands are unrea sonable, respond with common sense. For example, if your child wants a space set at the dinner table for the imaginary compan ion, you might respond, “There’s no room. 1 think Janie wilt have to be somewhere else while we eat” If your child avoids meaning- fiil interaction with other chil dren or prefers to play exclu-, sively with an invisible play mate, it may indicate your need to respond to those interactions with "I love your imagination.” This reinforces your child’s cre ativity while at the same time helping you express your need to make sure your child knows his/her Mend is not real.
The Charlotte Jewish News (Charlotte, N.C.)
Standardized title groups preceding, succeeding, and alternate titles together.
Nov. 1, 2005, edition 1
30
Click "Submit" to request a review of this page. NCDHC staff will check .
0 / 75