Monthly newsletter for the families and friends of WCDS.
12
A newsletter for the families and friends of Westchester Country Day School From the Head of School This month, I am very proud to step aside from writing my monthly column to share with you the text of the keynote address from our recent Upper School National Honor Society Induction Ceremony. In her speech, our Director of Arts, Ann Parks, spoke in rich and wonderful ways about how we understand “success” as a school family and identified and explored several key shared values at the heart of who we are as a community. I hope you enjoy her remarks as much as I did. Cobb National Honor Society Remarks Thursday, March 19, 2015 To prepare for my remarks this morning I did what we all do to look things up- -I went to Google. I dutifully typed in inspirational quotations on character. What I found was a series of quotations like “Knowledge will give you power, but character respect” and “Character is something that has to be forged.” To myself I’m thinking, “How many of you even know what a forge is? Or really care?” Mrs. Cerniglia said just this week that a good writer has to know his or her audience. So I changed my search topic and instead looked up how to achieve success. I think that is what these students being inducted today have achieved through their leadership, service, character, and scholarship. I would argue that success as we define it at Westchester is all of these things. The 21st century has been labeled the era of learning, an apt description as most of us carry around a veritable encyclopedia in our pocket. We can connect to a world of information, but if we can’t do something with that information, we may as well be disconnected. What attributes do we need to make learning possible, to succeed in the classroom and beyond? Dr. Jackie Gerstein, a noted educator and blogger has posted numerous articles that address this skill set necessary to be successful at learning (click here to visit the site upon which the following remarks are based). The first skill is “Grit”—defined as “working strenuously toward challenges, maintaining effort and interest over years despite failure, adversity, and plateaus.” Pushing through when we want to stop. Cutting those few seconds off our 100-meter time or getting 100 on our Pre-Cal quiz. Grit. How do we get it? Dr. Gerstein writes, “Students are constantly faced with tasks that are important for long-term goals but that in the short-term do not feel desirable or intrinsically motivating. Successful students marshal willpower and regulate their attention during such tasks and in the face of distractions.” Spending that extra hour on social media or X Box doesn’t seem like such a good idea when you’re facing a pop quiz. The second skill Gerstein highlights is Resilience. “Resilience is the human capacity to face, overcome, and ultimately be strengthened by life’s adversities and challenges.” Resilience is what we learn when we pick ourselves up after April 2015 Newsletter In This Issue... Blue and White Gala Headlines Middle School News Upcoming Events Arts Update Athletics Update For the College Bound Counselor’s Corner WAPA Notes and News
Transcript
A newsletter for the families and friends of Westchester Country Day School
From the Head of SchoolThis month, I am very proud to step aside from writing my monthly column to share with you the text of the keynote address from our recent Upper School National Honor Society Induction Ceremony. In her speech, our Director of Arts, Ann Parks, spoke in rich and wonderful ways about how we understand “success” as a school family and identified and explored several key shared values at the heart of who we are as a community.
I hope you enjoy her remarks as much as I did.
Cobb
National Honor Society Remarks Thursday, March 19, 2015
To prepare for my remarks this morning I did what we all do to look things up--I went to Google. I dutifully typed in inspirational quotations on character. What I found was a series of quotations like “Knowledge will give you power, but character respect” and “Character is something that has to be forged.” To myself I’m thinking, “How many of you even know what a forge is? Or really care?”
Mrs. Cerniglia said just this week that a good writer has to know his or her audience. So I changed my search topic and instead looked up how to achieve success. I think that is what these students being inducted today have achieved through their leadership, service, character, and scholarship. I would argue that success as we define it at Westchester is all of these things.
The 21st century has been labeled the era of learning, an apt description as most of us carry around a veritable encyclopedia in our pocket. We can connect to a world of information, but if we can’t do something with that information, we may as well be disconnected. What attributes do we need to make learning possible, to succeed in the classroom and beyond?
Dr. Jackie Gerstein, a noted educator and blogger has posted numerous articles that address this skill set necessary to be successful at learning (click here to visit the site upon which the following remarks are based). The first skill is “Grit”—defined as “working strenuously toward challenges, maintaining effort and interest over years despite failure, adversity, and plateaus.” Pushing through when we want to stop. Cutting those few seconds off our 100-meter time or getting 100 on our Pre-Cal quiz. Grit. How do we get it? Dr. Gerstein writes, “Students are constantly faced with tasks that are important for long-term goals but that in the short-term do not feel desirable or intrinsically motivating. Successful students marshal willpower and regulate their attention during such tasks and in the face of distractions.” Spending that extra hour on social media or X Box doesn’t seem like such a good idea when you’re facing a pop quiz.
The second skill Gerstein highlights is Resilience. “Resilience is the human capacity to face, overcome, and ultimately be strengthened by life’s adversities and challenges.” Resilience is what we learn when we pick ourselves up after
we fall flat on our face. Resilience is what we learn when we realize the world isn’t always fair. Resilience is the reason your teachers set high standards for you, not to trip you up, but to give you something to aim for. What does the resilient student look like? Dr. Gerstein’s research came up with this list of descriptors: “social, optimistic, energetic, cooperative, inquisitive, attentive, helpful, punctual, and on task.” I think you’ll recognize some of these qualities in the students being inducted today. I hope you see these in yourself, too. And, if not, know that you can learn them. Start now! How do you become a resilient person? Get involved with a group, help others through service, see learning as a positive challenge, and when things get tough, get help. Keep hoping and dreaming about your future, and think creatively about how you can achieve these goals.
And, finally, the third skill is Self-Regulation. Research scientist Claire Cameron Ponitz defines it as “the ability to control and direct one’s own feelings, thoughts and actions. Self-regulation underlies our daily routines and long term behavioral tendencies.” Success in this age requires us all to work independently, to be flexible, and to be self-critical. Do something because you know you should, not because someone has told you to. Think independently, and take ownership of your own education. Be empathetic towards others at the same time. Self-regulation is not being self-centered but self-aware.
Psychology professor Angela Duckworth has researched these skills, even coined the term “grit,” and has found that they are a better predictor of success than IQ or other measures when it comes to achieving during all stages of life. The bad news is that you aren’t necessarily born with these skills, but the good news is that you can learn them.
There are amazing stories of students like you who have achieved much. Start your narrative today--get grit, and learn to be successful.
Thank you to everyone who attended the Blue and White Gala Auction! We had a great time in support our school!
We were pleased to celebrate the diversity of Wildcat Nation and recognize families from Texas to Thailand who attended the event, as well as more than 25 alumni attendees!
Special thanks to this year’s chair, Tina Elsayed, as well as our sponsors: • shop.com• Friends of Westchester• CCAC• Carolina Anesthesiology, PA• McDonald’s of High Point• Lee Bass-Nunn• Piedmont Chemical
Odyssey Teams Heading to States
The Westchester Country Day School sent three primary (K-2), three Division 1 (2-5), and two Division 2 (6-8) teams to the regional Odyssey of the Mind competition at Northwest Guilford High School on March 14. Four of those teams placed second and will advance to the state competition on April 11 at Appalachian State University.
Participants in Westchester’s Odyssey of the Mind program are: Bryce Alexander, Sara Almeida, Mallory Atkinson, Jamie Atkinson, Olivia Beaver, Jordan Bradley, Emma Cecil, Natalie Clinard, Morgan Grace Conner, Alexander Connors, Brooks Covington, Chris Day, Olivia Ehlers, Nash Grimes, Duncan Grimes, Forrest Grimes, Tanner Harron, Ben Hunsberger, Jay Jackson, Jordyn Jernigan, Devon Jernigan, Abby Keever, Preston Kendrick, Ava Klein, Blake Lawson, Emma Leonard, Kate Leonard, Ryan Lim, Aidan Lim, Elijah Mathis, Stephen McLean, Jack Merritt, Georgia Moorefield, Cole Mormon, Alyson Mull, Pallavi Paruchuri, Arti Phoncharoensri, Cassie Rowe, Christian Ryker, Ali Schwartz, Coleman Schwartz, Mikey Schwartz, Henry Scott, Sutton Scott, Sophia Singer, Hope Stephens, Chase Sutton, Katie Todd, Jackson Tuggle, Max Van Dessel, Ben Van Dessel, Sam Van Dessel, and Logan Wilson.
Odyssey of the Mind teaches students to learn creative problem-solving methods while having fun in the process. For more than twenty-five years, this unique program has helped teachers generate excitement in their students. By tapping into creativity, and through encouraging imaginative paths to problem-solving, students learn skills that will provide them with the ability to solve problems -- great and small -- for a lifetime.
Headlines
Fifteen Students Inducted into NHS
On March 19, 2015, the WCDS chapter of the National Honor Society inducted fifteen new members from the sophomore, junior, and senior classes. These students have been found by the Faculty Selection Committee to be committed to excellence in the four pillars of National Honor Society: scholarship, leadership, service,
and character.
The newest members of the National Honor Society are: (from left) Charles York, Virginia Marsh, Aubrey Smith, Chelsea Eley, Drew Cottrell, Kaitlyn Shapiro, Will Shields, Stephanie Thomas, Maddie Dyson, Noemi Salinas, Lantz Lowe, LilyGrace Wolfe, Hardin Councill, Calen Epting, and Isaac Mullen.
Special thanks go to Mrs. Parks for her poignant remarks as our guest speaker (read her speech on the first page of this newsletter) and to WAPA and Mrs. Evans for the wonderful breakfast reception that followed the ceremony!
Battle of the Books Teams Make WCDS Proud!
The Westchester Country Day School Elementary Battle of the Books team placed second in the regional competition at the O’Neal School on March 4.
Participants in the EBOB program read 18 books over the course of several months and met each week to review and quiz on the material in the books. Participants were: (top photo, standing, from left) Charlotte Martin, Lulu Culler, Lucy Larkin Heard, Sidney Briggs, Emma Katherine Nottoli, Madeline McWhorter, Sophia Singer, Katie Todd, Olivia Beaver, (seated, from left) Christian Ryker, Ali Schwartz, Caroline Griffith, Grace Evans, and Olivia Cecil. They are coached by WCDS Lower School teachers Blair Hawley, Vicki Sloop, and Judy Tomlinson.
Our Middle School Battle of the Books team placed fourth in the North Carolina Battle of the Books Region 9 – Independent Schools competition on March 19 at Asheville Christian School.
Participants were (photo at left, from left): Coach Renee Hayes, Mya Brown, Aditi Shah, Mikey Schwartz, Jamie Atkinson, Blake Lawson, Mithul Muppasani, Aydin Hall, Jackson Todd, Tess Mickey, and Coach Megann Huggins.
The purpose of the Battle of the Books program is to encourage reading. Students, regardless of ability, are exposed to quality literature representing a variety of literary styles and viewpoints by prominent authors in the area of young adult literature.
The game format creates interest and excitement in reading. Through the fun and excitement of the competition, students improve reading skills, mature in their choices of reading materials, and acquire a broader knowledge base.
At the C.A.R.E.S. Crews event on Friday, March 13, we heard from many students who submitted nominations for our Change for Change recipients, all of whom did outstanding jobs! We had to narrow it down to four, and the winners are:
• Debra (The Dystrophic Epidermolysis Bullosa Research Association of America)
We are collecting change all month and will count it and donate to our recipients at our next gathering on April 24.
We’ve had a great response to our Cats Care bracelets and even had one travel all the way to India (in photo)! Be sure to share your Care story and read up on others’ stories at mycatscare.wcds.org.
Change for Change Recipients Chosen
Mock Trial Team Competes at State Level
The Mock Trial team earned the right to represent WCDS in the NCAJ High School State Mock Trial Competition at the Campbell Law School on March 7 in Raleigh.
Participating students were: (from left) Ryan Beale, Charles York, Sophia Danch, Maddie Dyson, Savannah Lewis, Jonathan Bethel, and Jarod Hartsoe.
Bethel received a “Best Witness” award (above, with Attorney Gordon Widenhouse). The team motto was “Be Calm and Mock On!” While in Raleigh, the team enjoyed tours of the law school and the state supreme court building.
Middle School News from Mrs. Keever
April showers bring May flowers, and the Middle School students are being showered with experiences to help them bloom in the future!
One of the highlights of the Middle School journey is the opportunity to explore different interests in a non-graded, less structured environment through our elective offerings. Two of these groups have been preparing for competitions all year and have returned with confidence and pride. Our two Middle School Odyssey of the Mind teams won second place at the regional competition and will perform again April 11 at the state competition. Our Middle School Battle of the Books team travelled to Asheville for the regional competition. The team experienced success and team work (see story, page 4) under the strong leadership of Renee Hayes and Megann Huggins.
All Middle School students developed their skills of compassion and serving others in our last service-learning endeavor of the year. Throughout the year, many of our students tutored at local elementary schools, such as Hasty, Fairview, and Northwood; others performed at Westchester Manor or beautified Open Door Ministries while planting flowers. Our Wildcats are prepared to share their time and talents graciously with people of all ages, as we demonstrate Cats Caring.
Our Middle School is planting seeds that will bloom for all to enjoy!
A group of middle school volunteers (above), including Mikey Schwartz and Wade Livesay (at left), lent their landscaping skills to spruce up and beautify the grounds around High Point’s Urban Ministry during the Middle School Service Day on Friday, March 20. Students weeded, mulched, planted flowers, and more!
Arts Update from Ann ParksApril will be a busy month, so be ready to roll once we get back from spring break. Rehearsals will continue in preparation for Dinosaurs Before Dark, our K-8 play based on Mary Pope Osbourne’s first Magic Tree House time travel fantasy. Production dates for this are May 15-17. If you can help with scenery or costumes, please contact Debby Noyes or Ann Parks. We will be working every Saturday from 10-4. No experience is required, just a willing attitude!
Our Lower School Spring Concerts will be on April 21 with the PreK-2 performing at 5:30 p.m. and Grades 3-5 performing your favorite Disney songs at 6:20 p.m.
In March, our Upper School Ensemble received an excellent rating at the state choral music festival. You can hear this group and our Middle School music students perform some popular tunes at their Spring Concert at 7:00 p.m. on April 22.
While the arts continue to be integrated into many aspects of our curriculum, we are actively looking for fresh approaches. Teachers on the Arts Integration Learning Team will be visiting the Arts Based School in Winston-Salem on April 14. I’m sure we will return with some great new ideas for building our own program.
On March 14, several piano students from WCDS performed at the Greensboro Music Teachers Festival. Each student received a “Superior” rating for her performance. Participants were: Morgan Adams, Grace Evans, Annabelle Fisher, Julia Mathews, Hannah Sharpe, and Ella Timberlake. In addition, three students who played and received Superiors last year received a trophy this year celebrating two years of Superior Ratings. They were: Annabelle Fisher, Hannah Sharpe, and Ella Timberlake. The students study piano with our instructor, Claire Clark. Congratulations to all!
WCDS Boasts Superior Piano Students
The month of March was not very ideal for spring athletics because of the weather, but April certainly will be as things start to heat up! All of our spring teams are working extremely hard at practices, and the next two months should be very exciting. Our Wildcat student-athletes are ready to have a memorable spring, and we hope everyone will come out to support all of our teams as they represent Wildcat Nation!
The TAC Conference Championships will be held at the following venues:
Varsity Girls Soccer – Trinity School of Durham and Chapel Hill – 5/1, 5/4Varsity Baseball – WCDS – 4/28, 4/30Varsity Boys Tennis – Alamance Country Club – 4/30, 5/1Varsity Golf – Willow Creek Country Club – 5/4Varsity Track – American Hebrew Academy – 5/7MS Soccer – Canterbury – 5/5, 5/7MS Golf – Emerywood – 5/5
The state championships will be held at the
following venues:Varsity Girls Soccer – Final Four – Calvary Baptist Day School – 5/15, 5/16Varsity Baseball – Championship – Kinston, NC– 5/15, 5/16Varsity Golf – Talamore, Southern Pines – 5/11, 5/12Varsity Track – American Hebrew Academy – 5/15, 5/16Varsity Tennis – Barton College – 5/15, 5/16
The 2015 Athletic Recognition Ceremony will be held in Rives Hall on May 19 at 6:30 p.m., and our Spring Senior Night will be held on April 24 before the Varsity Baseball game at 7:00 p.m.
Don’t forget to sign up for the 11th Annual W-Day 5k on May 2nd – THE HOBEY! Click here to register for this great Wildcat tradition.
Please check the athletic calendar on our website for an updated schedule of events, and come out to support the Cats!
For the College BoundPlease join me in congratulating members of the Class of 2015 for these most recent acceptances:
Daniel Ayodele--University of North Texas, UNC-CharlotteDavid Ayodele--Texas A&M-KingsvilleKayla Kushner--Meredith CollegeSavannah Lewis--Wake Forest UniversityOmar Shehata--UNC-CharlotteRamya Varadarajan--Davidson College, University of Rochester, Wake Forest UniversityKayla Watson--NC State, Virginia Commonwealth University
For the past few weeks, Dr. Braun and I have been busy meeting with and registering returning Upper Schoolers for their 2015-2016 classes. A common question that arises during these meetings is “How important are AP courses on a student’s transcript?” Much has been written that helps to answer this question, and so I would like to share with you here a fellow counselor’s response that I think addresses well all the pertinent factors to consider as students select courses (click here for source):
If you ask college admissions officers how they make decisions, most will tell you the first thing they look at is the rigor of the student’s curriculum. For selective colleges, this means Advanced Placement (AP) courses, which give high school students the opportunity to do college-level work. With competition for college admission increasing every year, many students fear they won’t be accepted without five or six AP courses, and when it comes to the most selective colleges, they are probably right.
A student’s curriculum is evaluated in the context of that high school, so if ten AP courses are offered and a student has only taken one, admissions officers at selective colleges will wonder why. But if a high school only offers a couple of AP courses, students can’t be expected to take classes that don’t exist, and they would not be at a disadvantage in the admissions process.
Students [usually] earn . . . extra point[s] in AP classes . . . . Colleges normally give special consideration to AP and honors courses in admissions decisions, but the way they treat these courses varies. Many colleges recalculate the GPA, and some schools un-weight the extra points for AP courses, but they do note that the student has taken challenging classes. Other colleges give [an] extra point for every AP course.
At almost every college information session, a parent will ask, “Is it better to get a “B” in an AP class or an “A” in a regular class?” The admissions officer answers, “It’s better to get an “A” in an AP class,” and everyone moans. It is true that students who are applying to the most prestigious schools need a stellar transcript, since the average GPA at those schools is over 4.0. But, as always, I want to remind students and parents that there are many fine schools that accept students who have just one or two AP courses and good but not great grades . . . Students who have successfully completed several AP courses often find they are well-prepared for a college workload. AP courses can also give students a head start on college credit, if they do well on AP exams. Most colleges award credit for scores of 4 or 5 on an AP exam, and some schools grant credit for a score of 3. A student who has taken five AP courses in high school could start college with a semester’s worth of credits. In theory, that student could graduate a semester early, saving thousands of dollars in tuition. But most students stay in college the whole four years, and use their AP credits to place out of introductory courses. Students also have the flexibility to double-major or take a lighter class schedule while doing an internship.
Clearly, there are benefits to taking AP courses. Up to a point. Preparing for college is important, but so is preserving mental health. I advise my students to take the most challenging curriculum they can handle without having a nervous breakdown. I suggest they take AP courses in the subjects they are strongest in, and not worry about taking every AP course offered at their school. Someone who loves English and history but struggles with math and science doesn’t need to suffer through AP Physics.
Counselor’s CornerJust an update to parents of tenth graders – we have completed the Career Assessments for all tenth graders. Please take a moment, if you haven’t already, to discuss their results with them. I believe many of them learned a great deal about how their strengths plays a vital role in career choice, as well as their interests and abilities. It has been an exciting past few weeks! If your student did not participate for any reason, please let them know they can still complete the assessments – they just need to stop by my office. This is all a part of integrating into the Naviance system. Have your Upper School student introduce you to Naviance!
While I was wondering about topics to share this month, I remembered an article that I had written a couple of years ago on resilience and thought it was worthy of sharing again. Maybe it wasn’t a topic you were interested in a couple of years ago, or maybe you have a new student at Westchester; either way, I hope you find this article helpful!
So, how do we as parents build resilience and coping in our teens (Middle School and Upper School)?
What is building resilience? It’s the ability to adapt well to adversity, trauma, tragedy, or even significant sources of stress. This can help our children manage stress and feelings of anxiety and uncertainty. However, being resilient does not mean that children won’t experience difficulty or distress, it just means they will know how to deal with the difficulty and distress in a positive way.
Admissions officers like to see intellectual curiosity, but they also want students who will contribute to the college community. That means making time for extracurricular activities, community service or other interests. While it’s important to take on academic challenges, students who also spend time discovering and pursuing their passions will be attractive to colleges. They are also more likely to create satisfying lives.
Without a doubt, high school course selection figures prominently in the college application process. If you would like to read more answers to the AP question, I recommend the following sites as well:
As parents, we do have a responsibility of being the “keepers of the big picture” which may look something like this:
Teens’ Biew: Parents’ View:
10 Tips for Building Resilience in Children and Teens1. Make connections - Teach your child how to make friends, including the skill of empathy, or feeling
another’s pain. Encourage your child to be a friend in order to get friends. Build a strong family network to support your child through his or her inevitable disappointments and hurts. At school, watch to make sure that one child is not being isolated. Connecting with people provides social support and strengthens resilience. Some find comfort in connecting with a higher power, whether through organized religion or privately, and you may wish to introduce your child to your own traditions of worship.
2. Help your child by having him or her help others - Children who may feel helpless can be empowered by helping others. Engage your child in age-appropriate volunteer work, or ask for assistance yourself with some task that he or she can master. At school, brainstorm with children about ways they can help others.
3. Maintain a daily routine - Sticking to a routine can be comforting to children, especially younger children who crave structure in their lives. Encourage your child to develop his or her own routines.
4. Take a break - While it is important to stick to routines, endlessly worrying can be counter-productive. Teach your child how to focus on something besides what’s worrying him. Be aware of what your child is exposed to that can be troubling, whether it be news, the Internet, or overheard conversations, and make sure your child takes a break from those things if they trouble him or her. Although schools are being held accountable for performance on standardized tests, build in unstructured time during the school day to allow children to be creative.
5. Teach your child self-care - Make yourself a good example, and teach your child the importance of making time to eat properly, exercise, and rest. Make sure your child has time to have fun, and make sure that your child hasn’t scheduled every moment of his or her life with no “down time” to relax. Caring for oneself and even having fun will help your child stay balanced and better deal with stressful times.
6. Move toward your goals - Teach your child to set reasonable goals and then to move toward them one step at a time. Moving toward that goal - even if it’s a tiny step - and receiving praise for doing so will focus your child on what he or she has accomplished rather than on what hasn’t been accomplished and can help build the resilience to move forward in the face of challenges. At school, break down large assignments into small, achievable goals for younger children, and for older children, acknowledge accomplishments on the way to larger goals.
7. Nurture a positive self-view - Help your child remember ways that he or she has successfully handled hardships in the past and then help him or her understand that these past challenges help build the strength to handle future challenges. Help your child learn to trust himself or herself to solve problems and make appropriate decisions. Teach your child to see the humor in life and to laugh at one’s self. At school, help children see how their individual accomplishments contribute to the wellbeing of the class as a whole.
8. Keep things in perspective and maintain a hopeful outlook - Even when your child is facing very painful events, help him or her look at the situation in a broader context and keep a long-term perspective. Although your child may be too young to consider a long-term look on his or her own, help him or her see that there is a future beyond the current situation and that the future can be good. An optimistic and positive outlook enables your child to see the good things in life and keep going even in the hardest times. In school, use history to show that life moves on after bad events.
9. Look for opportunities for self-discovery - Tough times are often the times when children learn the most about themselves. Help your child take a look at how whatever he or she is facing can teach “what
he or she is made of.” 10. Accept that change is part of living - Change often can be scary for children and teens. Help your
child see that change is part of life and new goals can replace goals that have become unattainable. An example would be to point out how students have changed as they moved up in grade levels and discuss how that change has had an impact on the students.
Resilience in Middle Schoolers:
Middle School can be an especially difficult time for many students as they struggle to meet extra academic demands and avoid new social pitfalls. They look to teachers and friends as well as to parents to make them feel safe.
Reinforce empathy and help your child keep perspective. When your child is a victim of the shifting social alliances that form in Middle School, help him or her understand that other children may be feeling just as lonely and confused, and help him or her see beyond the current situation - alliances that shift one way may shift back again the next week in Middle School.
Talk with your child about your own feelings during times of extraordinary stress such as the death of a loved one. Your children probably are old enough to appreciate some gray areas in your own feelings, but you should leave no room for doubt when you talk about how you will do whatever it takes to keep them safe. If your family does not have a plan in place for emergencies, make one and share it with your child so he or she knows that there are decisive actions he or she can take in an emergency.
Enlist your children’s help, whether it’s a chore or an opinion about a family activity. Include your children in any volunteer activity you do. Make sure your children know how their actions contribute to the entire family’s well-being. If your children know that they have roles to play and that they can help, they will feel more in control and more confident.
Resilience and High Schoolers:
Although your teens may tower over you, they still are very young and can keenly feel the fear and uncertainty of both the normal stresses of being a teen, as well as events in the world around them. Emotions may be volatile and close to the surface during the teen years, and finding the best way to connect to your teen can be difficult.
Talk with your teens whenever you can, even if it seems they don’t want to talk to you. Sometimes the best time to talk may be when you are in the car together; sometimes it may be when you are doing chores together, allowing your teens to focus on something else while they talk. When your teens have questions, answer them honestly, but with reassurance. Ask them their opinion about what is happening and listen to their answers.
Make your home a safe place emotionally for your teens. In high school, taunting and bullying can intensify -- home should be a haven, especially as your teen encounters more freedoms and choices and looks to home to be a constant in his or her life. Your children may prefer to be with their friends rather than spend time with you, but be ready to provide lots of family time for them when they need it, and set aside family time that includes their friends.
When stressful things are happening in the world at large, encourage your teen to take “news breaks,” whether he or she is getting that news from the television, magazines or newspapers, or the Internet. Use the news as a catalyst for discussion. Teens may act like they feel immortal, but at bottom they still want to know that they will be all right, and honest discussions of your fears and expectations can help your Upper Schooler learn to express his or her own fears. If your teen struggles with words, encourage him or her to use journaling or art to express emotions.
Many teens are already feeling extreme highs and lows because of hormonal levels in their bodies; added stress or trauma can make these shifts seem more extreme. Be understanding but firm when teens respond to stress with angry or sullen behavior. Reassure them that you just expect them to do their best.
This information was taken from the American Psychological Association and from Tammy Finch, creator of SkillSense.
WAPA Notes and NewsTo all in our school community who participate in our fundraisers and volunteer your time, the WAPA Executive Board and faculty and staff of WCDS thank you. Below are examples of what Innnisbrook, Hubs, Box Tops, Amazon Smile, Harris Teeter Vic Card, Food Lion Card, Target Red Card, and parent volunteering help WAPA (you, the parents) provide our school and our children. These notes are just a few examples of great appreciation and gratitude.
Westchester Country Day is a college preparatory school that seeks to educate each child toward moral, academic, artistic, and athletic excellence in a nurturing, family environment where students, teachers, and parents support one another. By respecting the student and honoring learning, Westchester aims to cultivate informed citizens who are ready for a rapidly changing world and to graduate students who view the pursuit and wise use of knowledge as a lifelong joy.
