AN - Back To School PDF

Back To School
2016
WHATS INSIDE
Teaching kids philosophy improves

reading and math skills.....pg.2
Students learn banking, cooking,
parenting and other life skills.....pg.4
Kids need to learn to
accept defeat....pg.8
Learning another language.....pg.13
Peanut allergies in school.....pg.9
Connecting children to the
history of their town.....pg.18
Cellphones are no longer forbidden
in local schools.....pg.16
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Advertiser-News North
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SEPTEMBER 1-7, 2016
Kids say the darnedest philosophical things

Study shows challenging 4th graders with philosophy improves scores in other areas
having young students grapple with thorny ideas, but stop
short of promoting or committing to a regularly scheduled
What is bravery?
program like that used in the UK study.
Thats not as simple a question as it may seem. We are
There is merit in having students deal with big questions
subject to a slew of theatrical demonstrations of bravery on
in the classroom, said Ken Greene, superintendent of Newthe TV set and in the movies and although they may make
ton Public Schools. When we write curricula, we bring up
a deep impression, it is only acting. And what we see in the
philosophical, essential questions as they relate to other dismedia that is often described as bravery may in reality be
ciplines. For example, in writing social studies curricula, we
more about duty or luck, rashness or fear. Meanwhile, ordimay ask what is the meaning of religion as it applies to the
nary people who we never hear about may be practicing exUnited States, and such a question in the classroom helps us
traordinary bravery every day in shouldering the burdens of
in examining the founding of our government and U.S. histheir own lives, just as other ordinary people may be shuntory.
ning bravery just when they most need it.
According to Matthew Beck, superintendent of the AnWhat is bravery, and would you ask a 4th grader this imdover Regional School District, curricula writers there take
portant, complex question? Probably not. But what if the
a similar approach to incorporating philosophical inquiry.
4th grader posed the question, and did not look to an adult
Each unit of study is initiated by an essential question,
but to other 4th graders for the answer? That is precisely
Beck said. This approach supports inquiry, and yields fowhat happened during a recent study in the United Kingcused, thoughtful learning. It also provides a context, which
dom, and what ensued was a probing, philosophical discusconnects the individual skills a student may learn in a unit.
sion among school children, and the observation that such
In addition to this formal process of curriculum writing,
discussions improved 4th graders overall academic perforthere are ample opportunities across the disciplines for this
mance.
type of discussion. Whether students are learning about
The study, called Philosophy for Children (P4C), took
ancient cultures in social studies, or dissecting a text in lanplace in 2013 in 48 primary schools throughout England,
guage arts engaging students in this type of philosophical
involving over 3000 students. Certain groups in each school
questioning connects students more deeply to a concept.
were given an hour-long class each week in P4C for the
In Sparta, we do not get into depth regarding straight
school year. The results, published
philosophy, said Assistant Superinlast year, are striking. Students who
tendent Daniel Johnson, who heads
took the philosophy class improved
up the Ofce of Curriculum and Insignificantly in reading and math
struction. However, we attempt
when compared with students who
to cover some of the same thought
There is merit in having students deal with big questions in the classroom.
did not take the class. The P4C kids
processes as integrated into our readwere three months more advanced
Ken Greene, superintendent of Newton Public Schools
ing and social decision-making curin math and four months more adricula.
vanced in reading.
Johnson said, for example, when
In addition, according to the report, the studys evaluators
found that the philosophy class had a positive inuence on
the wider outcomes such as pupils condence to speak, listening skills, and self-esteem.
The teacher provided a stimulus a story or poem, a video
or work of art and the students, sitting in a discussion circle, took it from there. They identied the message and the
questions that, according to them, arose from the particular
stimulus. So the students would come to ask and discuss
What is bravery? Should a healthy heart be donated to
a person who has not looked after themselves? Is it acceptable for people to wear their religious symbols at work
places? Can you and should you stop free thought? Is it
OK to deprive someone of their freedom? And other such
knotty posers.
The aim of P4C is to help children become more willing
and able to ask questions, construct arguments, and engage
in reasoned discussion, the reports authors said.
The UK study may spark renewed interest in P4C, but
Gregory noted that interest has periodically waxed and
waned in the past.
Weve been in a lot of schools in the past, but not for a
while, he said. Sadly, no schools now are sustaining the
program.
Local educators, especially those who play a role in determining elementary school curricula, are supportive of
BY JOSEPH PICARD
SEPTEMBER 1-7, 2016
swers and questions the kids bring up.

Gregory said that adopting the P4C
methodology would have a profound impact
on education, improving not only grades,
but minds, character and quality of life.
Some people welcome that kind of
change. Some resist it, he said. It is revolutionary.
It remains to be seen if any local school
districts will soon, or eventually, join the
revolution. But while Gregory sees systemic
resistance, educators insist they are working
to integrate change.
students are reading a story, the teacher

will ask a series of questions ranging from
lower to higher order thinking skills and focused partly on characterization.
This process, according to Johnson, allows for the same sort of ethical questions
and subsequent discussion cited from the
UK study, as in, Should the main character
have made that decision - why or why not?
Local educators integrate philosophical questions into various school courses.
But the people behind the UK study want
schools to integrate a P4C class into the curriculum.
One of the main conclusions reached
by the UK study was: Teachers reported
that the overall success of the intervention depended on incorporating P4C into
the timetable on a regular basis. Otherwise
there was a risk that the programme would
be crowded out.
According to the institutes website,
Philosophy for Children is most successful when it becomes part of the culture of a
school.
The institutes program for establishing
P4C in schools is to have trained educators instruct a number of teachers in a given
school in methodology, and have each of
these teachers commit to at least one hour a
week of sitting in a circle with 9 and 10 yearolds, presenting a story or other stimulus
and facilitating questions and discussions.
Gregory explained that the program involves the teacher surrendering at least a
portion of his or her traditional role, and that
may make some educators nervous.
Its an inquiry process, he said. The
teacher is a guide in a collaborative discussion, and must be willing to give up his own
ideas on a given subject and listen to the an-
Students who took the

philosophy class improved
signicantly in reading and math
when compared with students
who did not take the class.
We have been looking at striking a better

balance between teacher-directed learning and student-directed learning, Newton Superintendent Greene said. Modern
technology is giving students and teachers
more choices in how to approach learning.
Technology is making education more student-centric.
We must have a focused vision, with the
ability to think outside the box in an innovative fashion, Andover Superintendent
Beck said. In the age of information, we
know now more than ever before, it is not
what the students know but what they can
do with what they know that really matters.
Cant
See...
PAGE 3
We must equip our students with the ability to think through problems, investigate
solutions, construct arguments and clearly
articulate their ideas. We are preparing our
students for a future that is unpredictable
so we must be prepared to try new things
and pay attention to what works and what
doesnt.
But Beck cautioned against change for
changes sake.
Its important to use common sense and
not be so quick to jump to something new,
he said. Sometimes the best method is giving teachers the freedom to use the various
tools they have acquired and the time to rene their practices.
Spartas Johnson articulated what is perhaps the largest roadblock to P4C or any
substantive change in the education system.
Unfortunately, with the amount of state
mandated standards at every grade level,
adding in additional courses and/or content
is very difcult, as there is only so much time
in each day, he said. England is not as regimented as we are here in the States regarding federal and state mandates, standardized
testing, Student Growth Objectives, Student Growth Percentiles, and teacher/administrator evaluations tied to those items.
So, while I see the value in adding in as much
of this as possible, it is a difcult venture.
State mandates, standardized testing and
the amount of time and effort they consume now theres a Gordian knot of an
issue. Maybe we should have a group of 9
year-olds hash it out. Are standardized tests
helpful? Are we hamstringing teachers and
shortchanging students? Is competing on
Jeopardy the height of knowledge? Are there
better ways to do this?
What, after all, is education?
BACKGROUND
In the late 1960s, there was a good deal
of talk in academia on how to better teach
people to think for themselves. Matthew
Lipman, a professor of philosophy at
Columbia University, argued that rather
than starting from scratch to develop ways
to foster independent thinking, educators
should use philosophy, an established
discipline based on precise and critical
thought. Lipman wrote philosophical novels
for children, as well as materials for teachers,
and conducted small-scale studies in
elementary schools in Montclair, New Jersey.
His results were similar to those in England
40-plus years later kids who took the class
did better in other subjects.
In 1974, at Montclair State College (now
Montclair University), Lipman and colleagues
founded the Institute for the Advancement
of Philosophy for Children, which has
championed the concept ever since.
We dont teach philosophy to children,
said Prof. Maughn Gregory, who directs the
institute. We do philosophy with children.
Gregory said the UK study has prompted
many to point to the improvements in kids
grades in other courses.
Teaching philosophy is good, they say,
because it helps in math and English,
he said. But the true goal of teaching
philosophy is to develop the capacity for
careful reasoning and self-assessment.
As Matthew Lipman would say, its about
learning to make good judgments.
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SEPTEMBER 1-7, 2016
Life skills for real life
They give the students a budget and role

play. They have to look at what are the
priorities and they give them obstacles and
a budget. They have to look at what they
want and what they really need. The intent is
to teach them about real life situations and
nancial pressures.
Districts teach skills necessary for livingg

BY LINDA SMITH HANCHARICK
Fourth graders are learning how to do banking. Elementary school students are running a school supply
store, even doing the ordering.
Area high school students are learning cooking and parenting skills; theyre even getting instruction in peaceful
conict resolution.
These are the real life skills that are getting our kids
ready to tackle their real lives.
David Bernsley, principal of Monroe-Woodbury High School talking

about a program with Hudson Heritage Credit Union
and they give them obstacles and a budget. They have to

look at what they want and what they really need."
Bernsley said one student lamented that he "got stuck
with a minivan." One student, he added, actually went
bankrupt.
"The intent is to teach them about real life situations
and nancial pressures," he said.
In this program with Hudson Heritage, the company
even goes as far as to teach interview skills and how to
dress for an interview, according to Elisa Soto, an assistant principal at the high school.
Learning the basics

Balancing a check book isnt second nature to everyone. Job and college interview skills dont just happen,
especially for novice 18-year-olds. Cooking, cleaning and
laundry are soon becoming daily and weekly chores. And
budgeting? Where to begin.
School districts throughout the Straus readership area
get that real life skills are important for students to learn.
In Monroe-Woodbury High School in Orange County,
N.Y., there are several classes and programs to help kids
learn the skills they need for day-to-day life.
"Were very proud of the life skills classes we provide,"
said David Bernsley, principal of Monroe-Woodbury
High School.
One is a partnership the district has with Hudson
Heritage Federal Credit Union. Employees from Hudson
Heritage come in twice a year to teach students what they
need to know about budgeting, interest rates, how to get a
loan and the importance of their credit scores. Its part of
the regular curriculum.
"Six or seven people from Hudson Heritage come in,
they prepare the classroom beforehand and then give different scenarios to different kids," said Bernsley.
Getting them early

The Little Miracles program is a free preschool for
children in the Monroe-Woodbury district. High school
students learn about dealing with children, teaching
them and caring for them.
For example, all of the students learn the difference a

slight change in interest rates will have on a debt. They
learn how to apply for a loan too.
"They give the students a budget and role play," said
Bernsley. "They have to look at what are the priorities
In West Milford, New Jersey, nances are addressed

even earlier.
Lakeland Bank participates in Teach The Children To
Save Day, a national program of the American Bankers
Association that takes place each April.
Every year, the program aims to introduce local fourth
graders to money-smart habits, including teaching the
difference between needs and wants.
According to Rehab Elmoslemany, vice president and
area manager for Lakelands branches in West Milford,
Hewitt, Wanaque and Ringwood, a bank employee comes
to the school and children are given a simple nancial les-
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Supplies for sale

Wednesday is school store day at Pine
Tree Elementary School in the MonroeWoodbury district.
Principal Bryan Giudice explained that
fourth and fth grade self-contained students work at the school store with supervision.
They sell school supplies like folders,
pens and pencils, he said. Theres no
candy or toys. Its open one day each week
all day.
The kids who work at the store work
the cash register, take inventory, stock the
shelves and help the customers, Giudice
said.
And it makes a little bit of money too.
The prots go back to the community,
Giudice said, to families in need.
The Pine Tree Post Office has been
around for more than 20 years. Also
geared to special needs kids, it is a real-life
job preparation experience.
For them, its understanding what its
like to have a job, said Giudice. They really enjoy the work.
The Pine Tree Post Ofce at Pine Tree Elementary School hosts a stand design contest. The four grand prize winners are, from left,
Jeter Sison, Marisa Sikorsky, Lindsay Hairston and Evan Sulin.
Kids at the post ofce collect and deliver mail,which is written from parents to
their children as well as teachers, making
sure the postage is correct. Each hall in the
school has a road name.
This was a second grade initiative but
was expanded to the whole school, he said.
Finances for the real world

West Milford High School also offers
Personal Finance and Financial Literacy
in the Real World classes. According
to Dan Novak, the districts director of
Education, these classes give students a
real-world perspective for making wise
nancial decisions.
In Personal Finance, students tackle
subjects including budgeting, checking
and savings accounts, online banking and
bill paying, identity theft and the pros and
cons of credit cards. They will also learn
about insurance, investment and retirement planning and strategies to help pay
for college.
The districts Financial Literacy in the
Children & Family Dentistry
son to help promote good, life-long nancial habits.

Elmoslemany said they provide examples and make each lesson an interactive,
fun experience. For example, they might
do an exercise where the children imagine getting $100 for doing chores. The instructors teach them how to manage their
money.
We teach them how to keep an account
ledger so they dont get overdrawn, Elmoslemany said.
They dont know the difference between credit cards and debit cards, she
said, adding when their parents pay for
something with plastic, they think they
dont have to pay money for it. The program explains how the cards work.
Lakeland shows the children how to
complete a deposit, handle an account,
and the difference between checking and
savings. They also teach, at the childrens
level, about ATM machines and debit
cards. Each class is a little different.
At the conclusion of the program, each
students gets a small gift - like a calculator
- and the offer to match their rst $10 deposit if they open a young savers account.
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Real World course looks at real-life situations that impact individuals, families and
communities. Students focus on nancial
responsibility and decision making, income and careers, planning and money
management, credit and debt.
At Delaware Valley High School in Pike
County, Pennsylvania, Personal Budgeting and Finance is a class to help students
understand personal nance. Topics in the
class include personal money management, retirement, taxes, credit and insurance.
Students also compete and play in Virtual Business-Finance, E-Bucks, The
Stock Market Game, InvestWrite Essay
Contest and the Financial Literacy Challenge, where prizes and scholarships can
be won.
Raising kids
Finance isnt the only real life skill being
discussed in our schools.
At Delaware Valley High School in Pike
County, Pennsylvania, a one-semester
parenting skills class is offered to students

in grades 9 through 12. The class aims to
prepare students for the role of parent; it
is also preparation for those who want to
work with young children as teachers or
day care workers.
Students in this class study the responsibilities of parenting and learn ways to
build strong families. They learn about a
childs development, their characteristics
at each stage and how to provide care and
guidance in parenting infants.
Students also participate in the Baby
Think It Over program, a program offered by Planned Parenthood where lifelike babies show teens just what life is
like as parents.
These infant simulator dolls are 20
inches in length and weigh about eight
pounds. They look, feel and even sound
like real babies. The internal computer
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PAGE 6
The program includes discussion on

postponing sexual involvement, birth
control options, the difculties of single
parenting and the medical factors in teen
pregnancy.
At Monroe-Woodbury, the community
participates in a big way with its Little
Miracles program. This class is intended
for those wanting to enter the eld of education; it is run through the Early Childhood Education curriculum and focuses
on early childhood learning.
According to Bernsley, high school
students participate in the program that
prepares them for younger kids behaviors. They learn how to teach them, talk to
them and understand their brains. And its
a hands-on class.
Each Monday, Wednesday and Friday
for the 11-week program, parents bring
their four-year-old children to the Little
Miracles Preschool at Monroe-Woodbury
High School. The high school students in
this class prepare the lessons and materials, then act as teachers under the supervision of Lisa Pirraglia, a childhood
education teacher. There are morning and
afternoon sessions, 15 little kids in each
session. Theres no charge to the family
and the program is very popular.
Its a preschool and the high school students in the program learn how to take
care of the younger kids, Soto added.
Whats cooking?
Monroe-Woodburys Family and Consumer Sciences Department is going
strong, according to Bernsley, while many
schools are getting rid of theirs.
Here, kids learn about cooking healthy
SEPTEMBER 1-7, 2016
high school. The course focuses on study

skills, research and organizational skills. It
explores students interests and provides
opportunities for the students to explore
post-graduation options based on those
interests.
Students are taught concrete behaviors
necessary to be successful in high school.
Academic and co-curricular opportunities are explored, as well as support services that are available to them while at
the high school.
It is here they begin to plan their futures,
he said, while honing their interpersonal
skills and developing ethical, effective
problem solving.
Making peace
This area of study teaches everyday

cooking and planning skills, as well as prepares kids who want to go on to a career in
the culinary arts.
An interesting course offered at Delaware Valley is Peace Studies, a half credit

class offered to sophomores, juniors and
seniors.
Here, students learn alternative methods for maintaining peace, with emphasis on non-violent theories. They learn
about important peacemakers in history
and study successful conict resolution
through negotiations.
Now thats a skill for the real world indeed.
Real life in high school
The whole package
While youre in high school, that is real

life! So its not only about getting by in life
after high school thats taught.
Novak explained that all incoming
freshmen to West Milford High School
are required to take Freshman Seminar, a course designed to assist ninth
graders in becoming more successful in
School is rst and foremost a learning

experience. It is vital for districts to maintain academic excellence in all areas.
It is also a place to learn the independence skills needed to succeed in life.
Part of the responsibility of a high
school, said Bernsley, is to help a student
nd their niche.
The Little Miracles program at Monroe-Woodbury High School gives students

hands-on experience with teaching and caring for four-year-old kids.
meals, food allergies, preparing a menu

and how to serve.
It culminates in a luncheon held at the
end of the school year for the senior classs
Top 25 students, their families and local
dignitaries from the community.
Bernsley said the students take it all on,
planning the menu - while taking into account dietary and religious restrictions
- setting the table and preparing and serving the food.
Its like a fine restaurant, Bernsley
said of the luncheon. Were very proud
of that.
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PAGE 7
The importance of learning to code in elementary school

medical data and diagnostics, programming a robot, and many more.
Today, we live in a world where technolThe question is: should we implement
ogy can be a necessity. It is all around us. this concept as an integral part of the curWe see it outside of our homes in a vari- riculum into our public schools? Absoety of places schools now
lutely! It should be crucial
have interactive whiteboards
that we learn how to expand
and tablets, stores and malls
and work with the technolohave electronic advertisegies used in each working
ments everywhere, hospitals
eld. Public schools should
use advanced tools to cure
be introducing more courses
patients, interactive devices
that represent the skills in
are now installed in differ21st century life and careers
ent means of public transwith various types of techportation, and restaurants
nology for students to learn
are now beginning to initiate
and master before they enter
the use of touch-screen soda
college and the work force.
fountains and menus.
Right now, our schools are
But do you ever wonder
beginning to succeed in their
how exactly this technology Oakes will be a senior in goal of providing every stuis created? For the majority, high school.
dent with his or her own lapit is done in just one simple
top or tablet. Many schools
word coding.
have also purchased sets of laptops for the
Coding is essentially the basis of all states PARCC testing.
technology. Today, the majority of our
So now that our schools have the techtechnological resources are built off of nology for student performance, then that
coding, including televisions, remote means we should begin to instruct stucontrols, wireless speakers, and modern dents on how to code now specically
kitchen appliances. Yes, your coffee ma- elementary school students.
chine was probably coded too! All comThe beginning steps of learning how to
puters are based off a code, which is a set code are actually quite simple. In fact, the
of instructions for a computer to under- simplicity of it makes it possible for anystand.
body to understand, even if that person is
Learning to code can be as simple as in rst grade.
learning how to write and speak in anIf we started teaching rst graders on
other language, but with this particular how to code, then they will become prolanguage, you can expand and create any- cient in problem-solving and analyzing
thing with it. You can go above and be- at a young age. Coding will enhance our
yond with coding once you have mastered childrens thought processes, analytithe skills.
cal skills, and methods for solving chalThere are a plethora of things that it can lenges, which will greatly improve their
be used for, such as creating new applica- performance in school and careers as they
tions for computers and smart phones, get older.
constructing new types of technology,
However, we also know that technolbuilding a website, maintaining a com- ogy is not constant, and that systems and
puter system for the military, recording devices will eventually become outdated
BY LIAM OAKES, 17 YEARS OLD
If we started teaching rst

graders on how to code, then
they will become procient in
problem-solving and analyzing
at a young age. Coding will
enhance our childrens thought
processes, analytical skills, and
methods for solving challenges,
which will greatly improve
their performance in school and
careers as they get older.
and useless. The same concept applies to
coding, but the process of how to code will
remain the same forever. The students will
already have the analytical skills, thought
process, and methods by the time this new
technology arrives, and they will already
know how to execute a new code from
experience. Thats the beauty of coding
once you have acquired the skills in putting this language together, then you
can use those skills to evolve your coding
into a creation.
Thus, we are basically preparing our
children for the worlds possible future if
we teach them how to code.
Not everybody uses coding as a tool
for creation, as there are jobs where coding is used for communications and data
systems. In the medical eld, coding is
used to transcribe all records of a patient.
There are thousands of different codes
used in medical coding, each representing a type of procedure and a part of the
human anatomy. The information in these
coded records is then abstracted for medical billing and claims for health insurance
providers to pay.
Coding is also heavily used in the military. The U.S. Air Force is always searching to recruit people to enlist as Computer
Programming Specialists. Computer Programming Specialists improve the militarys war-ghting capabilities by writing
and analyzing code for certain missions.
Of course, not everybody is interested
in S.T.E.M. (Science, Technology, Engineering, and Mathematics), and many
children typically do not know what career they would like to pursue, but those
situations are pretty much irrelevant excuses for why somebody should not learn
how to code. The methods of analyzing,
problem-solving, and creativity that are
used in coding can also be used in other
applications, whether it is a simple mathematical problem, or a real-life challenge
to improve society.
There are also many teenagers today
that do not possess these traits because
they are dependent on the technological resources around them to help them
get through their classes. We have only
learned the basics from the books in grammar school, rather than how to actually
solve a problem. This is a huge problem for
our society in the future if we are unable to
reason and conceptualize a solution.
We will always expect todays children
to become the future leaders of our society, and with technology usage rapidly
increasing throughout the world, our children could be the next innovators and inventors to improve society with even more
technological advancements. It is time to
upgrade our schools to correspond with
the possible new age. We need to educate
our students to be creative problem-solvers to benet society rather than only providing them with facts.
If we begin to teach elementary students to code now, then we can expect to
see more students with bright and innovative young minds in the future.
PAGE 8
SEPTEMBER 1-7, 2016
Building character in youth sports

Unearned rewards can be harmful to development
BY MIKE ZUMMO
How do we build character in youth sports?

Its a question coaches and league administrators have
been wrestling with for as long as there have been youth
sports. Part of the job of the youth coach is to teach a
sport to children. Another part of the job, according to
some youth sports ofcials, is to instill a love of the game
into the children to keep them coming back every year.
Its not easy.
For some children, it comes easily; for others, it's much
more difcult. But many youth leagues especially early
young ages give trophies for sheer participation.
Some baseball leagues at the instructional level dont
allow strikeouts, making sure everyone puts the ball in
play every at-bat.
That begs the question: How is this done?
One of the ways we build character as kids get older,
12 and above, they start to umpire and that builds character because they learn how to deal with the fans and the
adults and stuff like that, said Bart Amatetti, president of
Warwick Little League in Orange County.

John Lorenzo-Jaqueth, president of Wallkill Valley
Little League, said his league works hard to instill sportsmanship in the children and promote good personal conduct. The leagues coaches also work on teaching kids
how to deal with adversity.
Not every kid is going to be in a winning situation,
Lorenzo-Jaqueth said.
At the end of the season, many little leagues give out
trophies. Many of which are end-of-the-year participation trophies.
In Warwick, all the kids in T-ball and the Instructional
division, ages 4-8, received a participation trophy, but
that stops as children get older.
Amatetti said in the minors division (9- and 10-yearolds) and older, the players only get trophies if the team
wins in the league playoffs.
Thats a very important part, he said. Those kids
love trophies and theyve worked so hard that theyre excited about getting the trophy.
Lorenzo-Jaqueth said one of the most important things
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Being a good winner means walking over to

the other team to congratulate them on their
effort and not sit there and stick it in their
face and not putting the other team down.
John Lorenzo-Jaqueth, president of Wallkill Valley Little League
to teach kids is how to be a good winner and a good

loser, and that its impossible to be No. 1 all the time.
Being a good winner means walking over to the other
team to congratulate them on their effort and not sit there
and stick it in their face and not putting the other team
down, Lorenzo-Jaqueth said. As far as being a good loser,
its not for kids to feel that theyve done a poor job, but what
we can do for our team and to improve next time. We need to
teach them how to take a negative and turn it into a positive.
We dont want them to get discouraged.
Lorenzo-Jaqueth said one of his biggest pet peeves about
society is that there is a message being sent to young people that everyone is a winner and therefore children arent
taught how to lose. He said unearned rewards set kids up for
disappointment later in life.
He said when he was younger there were kids that were
very competitive and were disappointed when another kid
would get the same trophy while not putting in the same effort.
There was rst-, second- and third-place trophies and
if you wanted a trophy, you had to earn it, Lorenzo-Jaqueth
said.
There are other ways to reward kids for standout play.
The Wallkill Valley Little League gives game balls for outstanding play. Also, players that dont show up to practice
dont get to start.
That pushes kids to try harder, Lorenzo-Jaqueth said.
When they see the same kid getting the game ball all the
time, its because hes doing outstanding and showing up
and working hard.
One of the things Amatetti said he believes is special about
Little League is that most of the kids are friends in the same
class, but building character also involves turning a failure
into a teachable moment.
My big philosophy is that if someone makes an error, we
dont get down on them. We pick them up, he said.
By building camaraderie amongst the players, Amatetti
said that helps build character among the players. Reinforcing that being part of a teams failure or success is everyones
failure or success which can go a distance to teaching them
how to earn their rewards and build character.
SEPTEMBER 1-7, 2016
PAGE 9
At school with peanut allergies:

Creating a safe zone
BY JOCELYN A. DUMMETT, MD
PEDIATRICS DIVISION LEAD, CRYSTAL RUN
HEALTHCARE
older age, they are more likely to develop

allergies whether it be to peanuts, dairy,
citrus, or sh. In the past year, the management of this has become completely
The prevalence of peanut allergies different. Now, pediatricians are actively
among children in the US has doubled encouraging parents to start introducwithin the last 10 years. In fact, 1.4% of all ing these traditionally allergenic foods
children less than
at a much younger
18 years of age have
age, as early as four
some sort of peanut
months.
allergy. As many as
What we also
15 million people in Since no one can predict with
know is that allergic
the US have aller- 100% certainty which children
reactions to peagies to food in gennuts can be variare at risk for the more severe
eral - 8% of those
able. They can be
reactions, its incredibly
being children.
mild with sympWhile there are a important to keep them away
toms like redness
variety of theories from any possible exposure that
or itchiness (either
out there as to why
local or generalallergies to peanuts can trigger an allergic reaction.
ized), but they can
have increased over This is the reason that there is a
also manifest as
time, no one knows heightened awareness of peanut
wheezing, coughfor sure. What we allergies throughout the schools. ing, difficulty
now believe, based
breathing and even
on recent studies, is
anaphylaxis, a lifethat the delay of inthreatening reactroduction of the more typical allergenic tion that can present vomiting, difculty
foods contributes to food allergy. In the breathing and, in the most extreme cases,
past, parents were often advised to wait death. Additionally, children with a histo introduce these foods until the children tory of bronchial asthma have an inwere older. Today, studies are showing creased risk of severe reaction to peanut
that when parents introduce these types of allergies due to their reactive airwaves.
allergy-prone foods to their children at an
Since no one can predict with 100 per-
cent certainty
which children
are at risk for the
more severe reactions, its incredibly important to keep
them away from any
possible exposure that
can trigger an allergic reaction. This is the reason that
there is a heightened awareness of peanut allergies throughout the schools.
Fortunately, more and more
schools understand the severity of
food allergies and are implementing
action plans to keep children safe from
designating peanut free tables to communicating these allergies with classmates, teachers, school personnel, and
other parents. While casual exposure,
such as skin contact and inhalation of
peanut butter, is unlikely to illicit a reaction, children need to be taught that if
they do touch peanut butter, they need to
wash their hands right away. Outside of
the school setting, its equally important
for parents to help manage their childs
peanut allergy by educating them on what
foods might contain peanuts, inspiring
them to speak up to ask questions about
ingredients and to follow the, if you dont
know, then dont eat it rule. Parents and
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children alike should always share this information in the school setting. In addition, any child who is allergic to peanuts
should always have immediate access to
an EpiPen and Diphenhydramine (Benadryl), and the parent should ensure the
school nurse has one on hand, too.
In general, as long as children are not
directly ingesting peanuts, they will be
ne. It is rst and foremost the parent or
guardians responsibility to ensure the
safety of a child, but schools and even
classmates should make accommodations to ensure the safety of a child, just
like with anything else.
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SEPTEMBER 1-7, 2016
The power
of losing
Gold medalist BMX racer and psychologist
says participation trophies send an
unsustainable message; kids need to learn to

accept defeat
BY FARHA KHALIDI AND BRITTANY THOMAS
Not everyone deserves a trophy.

In fact, unearned rewards in sports can actually be
harmful to a child. Articially inating a childs self esteem merely for participation may send the wrong message to kids, warns Dr. Jason Richardson, gold medalist
BMX racer and psychologist.
Giving a participation trophy to a child

for doing nothing creates the expectation
that theyll get a trophy every time they
participate. But the truth is, in (professional)
sports, only a few people win; this is a mixed
signal to the child.
Dr. Jason Richardson
Giving a participation trophy to a child for doing

nothing creates the expectation that theyll get a trophy every time they participate, Richardson said in a
telephone interview from Carlsbad, California. But the
truth is, in (professional) sports, only a few people win;
this is a mixed signal to the child.
Richardson leveraged his story of success in sport and
life-after in his rst book, Its all BS! Were All Wrong,
And Youre All Right!, which explores Belief Systems (the
B.S. in the book title).
Tough lessons, important lessons

Getting a participation trophy tells a kid that they are
always great, Richardson said in an interview, inhibiting
their ability to learn from successes and failures. Anyone
can give and get a trophy - the true value of youth sports
lies in the tough lessons, hard work and merit, says Richardson.
PHOTO: DR. JASON RICHARDSON/FACEBOOK
Make failure a teachable moment, he said. Kids may

want to give up with failure, but thats a terrible lesson.
If your child missed a free throw that cost the team the
game, encourage free-throw practice the next day. Better
yet, ask them what they are going to do differently next
time.
Feeling disappointed for not getting a trophy is an appropriate feeling, but the disappointment should be
about the mistakes made rather than not receiving an
award.
Playing a sport simply to yearn for a trophy is unsustainable, Richardson said.
Psychological research shows that intrinsic motivation
(doing something for yourself) produces better results
than extrinsic motivation (doing something for external
rewards).
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The joy of play, not reward

Richardson advises kids to play a sport because they
enjoy it and want to improve - not for a participation trophy
or any other trophy.
He described his experience starting out as a BMX biker:
I used to be terrible, so awful, everyone knew how
awful I was those rst few years I started out. But I kept
going, not for the trophy, but because I liked biking. I liked
going around the track. I liked the feeling of wind in my
face. That is intrinsic.
Some parents may argue that it is unhealthy to award
some children and not others especially at a time when
kids are beginning to build self-condence.
SEPTEMBER 1-7, 2016
Dr. Jason Richardson offers these practical

tips that parents can share with their kids:
o many people say
To
.
k)
an
bl
e
th
in
ll
(fi
m is
Stop saying the proble
r kids, the equipment,
he
ot
e
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ho
sc
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th
h,
coac
the problem is with the
plies failure because it
im
ng
ki
in
th
of
nd
ki
is
. Th
the schedule - and so on
y things that rule in
sa
d,
ea
st
In
s.
al
go
s
ild
ur ch
immediately rules out yo
can do this!
ou
Y
e/
W
/
I
as
ch
su
,
positive outcomes
Dont let your childs ego run wild. The flip side of low selfesteem due to failure can be cockiness with success. Children
have far less experience keeping the ego in check, so if he/she is
the best athlete in school, they may become arrogant. Try to catch
this early; people evolve at different rates. Temper their ego by
showing examples of humility, respect and gratitude. Use examples
of great athletes who have overcome adversity.
However, Richardson believes that a participation
award is part of an unhealthy system, saying that kids
need to learn to accept defeats.
All kids, even the winners of games, might lose in the
future. Competition is just a component of life.
What is unhealthy is when we cannot adapt to the idea
of losing; this inability to cope with future losses can be
caused by always winning participation trophies as a
child.
Constantly presenting participation trophies makes it
all about the award and children used to receiving awards
for nothing can become depressed or obsessed in the future when they do not receive one, Richardson said.
Sometimes kids may never win a trophy in a sport.
That is just part of competition which is why it is important not to focus on the trophy.
PAGE 11
Show them ho
w to be a bette
rs
seem odd that
a star quarter tudent. It may
back can mem
every detail of
orize
a complex play
book, but has
trouble with c
lass studies. If
theyre having
trouble with c
hemistry, for e
xample, place
playbook next
the
to the textboo
k and show him
parallels of co
the
mplexity. Dont
let him believe
he
or she is just
a jock.
Use a coachs staple: Rem

ind your child that
Michael Jordan was cut by
his high school
basketball team during his
sophomore year.
Parents can always rewar
d persistence and effort.
The power to enjoy

At a certain point, though, the athlete needs to consider
whether to continue the sport or not, Richardson said.
Perhaps they decide to continue because they know
they are trying, and that in itself is a success.
Or perhaps they continue because they are doing
something that is healthy; perhaps they continue because they are enhancing their skills or because they are
enjoying it.
So while not everyone deserves a trophy, everyone does
deserve success, whether that comes in the form of enjoyment or improvement.
The best thing a parent can do is be supportive and
check in and make sure their child is enjoying the sport,
Richardson said. In the long run, it will be powerful to
enjoy.
PHOTO: WWW.DRJASONRICHARDSON.COM
Dr. Jason Richardson, gold medalist BMX racer and

psychologist.
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SEPTEMBER 1-7, 2016
Preparing for college

Its that time of year again when college students everywhere begin to shift gears from summer fun to study
mode. Every school year is an opportunity to start fresh,
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Space:
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Allow your environment to move you. Hammer has
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If your dorm is full of distractions, nd quiet and concentration in the library or local coffee shop.
Dont lose your deposit. Nailing it is great when
acing a test, but not when it comes to hanging things
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College is about creating lifelong friendships and starting a professional network. Surround yourself with good
people and value those relationships above all else.
Remember and use names. Remembering names
can be hard, especially when you are consistently meeting new people professors, RAs, study groups and
friends. Make a conscious decision to associate new
people you meet with their names. Try repeating the
name in your head or associating the person with a story
to help you remember it.
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PAGE 13
Aprender a language cest magnique

As the nation becomes more diverse, becoming bilingual enables students to communicate with a wider range of people
BY CHRISTINE URIO
Whether its initiating a conversation, a relationship or

a simple greeting, most everything begins with a simple
hello, ciao or bon jour.
Language is the basis to the foundation of effective
communication. Its through words that we connect and
understand others, and our surroundings in the expansive world.
While courses in science and history are important,
foreign language also plays a signicant role in the
education of young people. Area school ofcials have
acknowledged this concept and taken the initiative
to develop their language programs.
Language is a subject that ultimately imparts latent
skills such as ingenuity, acceptance and awareness.
James Yap, Warwick Valley School District assistant
superintendent, recognizes the research that has been
done in this area.
Like music, language taps into the same area of the
brain, helping with creativity and looking at things in a
different perspective, he said.
Additional benets, according to Steve Schels, K-12
supervisor of social studies and world languages at the
Sparta Township School District, include developing and
increasing students understanding, respect and appreciation for cultural diversity.
Its important because we are an increasingly diverse
nation within an incredibly diverse world, and becoming
bilingual enables students, rst and foremost, to be able
to communicate with a wider range of people, he said.
It makes people well-rounded, it heightens cultural
sensitivity and awareness, and it creates global citizens.
Brenda Ludwig, K-12 world language supervisor at
West Milford Township School District agrees studying world languages creates an appreciation for cultural
diversity and fosters tolerance towards people who are
different.
Being able to communicate in a second language is a
marketable skill and gives students an advantage when
participating in the global economy, she said. Students benet in many ways when they study a second
language: creativity, analytical skills, listening skills, and
English vocabulary skills are enhanced by the study of a
world language.
Along with cultural diversity, technology has made the
world much smaller said Dr. Eric Hassler, the assistant
superintendent of curriculum and instruction at Monroe-Woodbury Central School District.
There has never been greater access to the world than
nowspeaking multiple languages increases our students opportunities to experience that, he said. In addition, learning another language also isnt just about the
language. Students learn about the foods, the dressthe
culture as well.
Yap agrees
the world is getting
smaller, and that the basis
of a culture is the language.
If you can expose students to the language, youre indirectly exposing them to the culture, making them sensitized and aware of connections.
Because the world is a global society, knowledge of another language holds the potential to open up additional
career opportunities.
Understanding another language and culture can increase communication at home and abroad, said Phil
Tintle, the K-12 supervisor of social studies and world
languages for the Vernon Township School District.
Additional career opportunities could open up, such
as someone with a law enforcement degree and is uent in Spanish would be valuable as a border patrol ofcer; speaking any foreign language could lead to a UN
or government job, or overseas work. In the past, taking
German was seen as important if you were looking at a
career in math or science, but Spanish is a key language
in this country as America has become one of the largest
Spanish-speaking countries in the world.
From Spanish and German to Russian and sign

Therefore, throughout the districts, a compilation of
Spanish, Italian, French, German, Russian and even sign
language is offered, with Spanish starting for some as
early as kindergarten, and all proceeding until 12th grade.
Monroe-Woodbury begins its programs with Level I
language courses, giving students the ability to progress
up through Level V, in which they can earn college credit.
Level I courses are offered at the middle school to give
students the opportunity to get the additional years of
a foreign language if they wish, and possibly get college
credit, Hassler said.
West Milford additionally offers language courses in
middle school, and after successful completion, students
are allowed to progress to a Level II world language as they

begin high school.
This sets most students up to have the opportunity to
eventually enroll in Advanced Placement (AP) courses for
college credit as seniors, said Ludwig. In fact, AP Italian
was added as a brand new course for the 2015-16 school
year, and American Sign Language for college credit, via
an adjunct professor teaching after school at West Milford High School, is also offered.
However, West Milford has experienced cutbacks of
elementary Spanish specialists in 2010. Now, West Milford Elementary Schools have a Muzzy video program in
place, and the K-5 classroom teachers are implementing
the lesson plans from that program.
We do have a Spanish specialist go once a week to each
6th grade classroom in the elementary schools to teach
a Spanish lesson, which focuses on interpersonal, interpretive, and presentational modes of communication,
Ludwig said.
The earlier, the better
In Vernon, students are introduced to vocabulary and

every day expressions at the middle school level, emphaWorld language teachers at West Milford have implesizing immersion into the language so students are premented technology in their classrooms to engage stupared for the rigor they will experience in the proceeding
dents in learning a second language, while also preparing
courses.
them with 21st century skills.
Spartas Schels, however, believes that second language
Students in a German class this year created an iMovie
acquisition should begin in elementary school, and proof a typical day at West Milford High
ceed throughout the middle and high
School and shared it with their Penschool grades.
Pals in Germany, Ludwig said. StuIt should start early so as to maxidents in an Italian class prepared and
mize a learners ability to function at
asked questions of a person living in
a high prociency level by high school
One needs the same critical skills that are so important to other academic
Italy by Skyping. Students in a French
and increasingly progress towards
class used Weebly.com to create a
disciplines, such as speaking, reading, writing, listening, and thinking.
bilingualism, he said. Courses now
web-site for their imaginary French
It
plays
many
roles,
and
also
provides
students
with
a
richer,
more
are aligned with research-based procaf and used a Touchcast app on
ciency levels, and sequenced so that
comprehensive
curriculum,
enabling
them
to
choose
from
a
greater
number
the class set of iPads to create a news
learners increasingly build their proprogram, while students in Spanish
of courses and disciplines so that we can attend to their learning interests
ciency levels as they move through
III used Google Voice to send their
and desires.
the different levels.
teacher a homework assignment to
In order to achieve high standards,
Steve
Schels,
K-12
supervisor
of
social
studies
and
world
languages
at
the
Sparta
Township
School
District
show their mastery of past tense sentences.
Using social media to connect
PAGE 14
The faces of Sparta High School students appear in this

classroom in France via a Skype video conference.
world language programs need to provide

a keen insight and understanding of information so they can be developed and cultivated to produce quality results.
Exemplary world language programs
have an elementary world language immersion program like in Englewood or an
elementary dual language program like the
CLASSES
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PHOTOS PROVIDED BY STEVE SCHELS
A student in France shows pictures of his cats to students at Sparta High School during one of their Skype video
conferences.
one in Princeton, said Ludwig. Students

reach advanced proficiency when they
have a strong foundation of second language learning in the elementary years and
build upon that knowledge base throughout middle school and high school.
Through and through, educators prove
to be an inuential factor in the success of
SAFETY
CERTIFIED
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SEPTEMBER 1-7, 2016
a program, and their students.

The dedication of the teachers in front
of the room is what makes a foreign language program succeed, said Tintle.
They need to challenge the students,
make instruction rigorous, and require
full immersion of the language they are
teaching.
Schels added: The quality of any program cannot exceed the quality of its
teachers, so skillful and dedicated teachers
primarily make an outstanding program.
May be Greek to some - at rst

Unlike other subjects that children may
be exposed to at a young age, foreign lan-
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guages may be Greek to some, presenting

a different set of difculties when trying
to learn them.
Pronunciation of certain terms and
conjugating verbs is challenging, said
Tintle. Also, repetition and practice
even experienced at a second languageif
you dont practice it, you will lose it.
The biggest challenge is that attaining
uency in a second language for a non-native speaker is a long, gradual process that
requires patience, dedication, perseverance and a willingness to accept delayed
gratication, Schels said. I suppose it
depends on each individuals motives for
learning a second language in the rst
place, like if it is done for the sheer love of
learning and to become more worldly.
In addition to becoming worldlier,
learning a foreign language is benecial to
students because it enhances their critical
thinking and analytical skills.
While it helps them become culturally
aware, students are exposed to a different
thinking, which is carried over into different subject areas, said Yap. It teaches
them to critically think within a subject
area so you can verbalize, express and
communicate clearly, which is important
in overall curriculum, making language
have a place among other subjects.
Furthermore, becoming uent in a language cultivates reading, writing, listening, speaking and vocabulary skills, all of
which are applicable in various venues in
life.
A passion for learning

One needs the same critical skills that
are so important to other academic disciplines such as speaking, reading, writing,
PAGE 15
Students in a French class used

Weebly.com to create a web-site
for their imaginary French caf
and used a Touchcast app on
the class set of iPads to create
a news program, while students
in Spanish III used Google
Voice to send their teacher a
homework assignment to show
their mastery of past tense
sentences.
Brenda Ludwig, K-12 world language supervisor
at West Milford Township School District
PHOTO PROVIDED BY BRENDA LUDWIG
West Milford High School AP students presented Dr. Seuss and Grimm Fairy Tale
readings in German, French, Spanish and Italian at Marshall Hill School for Read
Across America.
listening, and thinking, Schels said. It

plays many roles, and also provides students with a richer, more comprehensive
curriculum, enabling them to choose from
a greater number of courses and disciplines so that we can attend to their learning interests and desires.
One should also have a passion for
learning about countries and cultures
other than ones home culture.
Having a passion for wanting to put

in the time to learn another language it
makes them a more well-rounded student
and allows them to see and understand
other cultures, said Tintle. The students
do not just study a language, they also
study the geography, history and people
of that country.
According to Schels, language is important because its the building block of so
many communicative efforts.

They learn to greatly expand their
communicative abilities; they learn about
global citizenship and that the world beyond their hometown is big and yet small
at the same time in an increasingly globalized society, said Schels. They take away
increased awareness and appreciation for
multiculturalism; they take away the ability to communicate and interact across
cultures.
Most importantly, the key to being a
successful world language speaker is to
remain fearless.
Students need to speak without being
afraid of making mistakes, said Ludwig.
They need to have perseverance for it
takes many years of study to become advanced proficient in a languagethey
need to be risk takers.
PAGE 16
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Local districts more open to cellphone use
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In this fast-moving digital age where it seems every

young person is holding some type of electronic device, school districts are wrestling with what to do
with cellphones in the classroom - are they just another
distraction or can they be used as a learning tool?
For many districts, cellphones have been explicitly
banned from the classroom for several years now, but
as technology advances and the number of cellphones
increases, some schools are loosening up their stance to
allow for instructional cellphone use.
In the Monroe-Woodbury school district, students
were not supposed to have their cellphone out under
any circumstances in class, according to Assistant Superintendent for Curriculum and Instruction Eric Hassler. However, administrators found that some teachers
were using cellphones as a teaching tool, which led to the
district deciding to update their code of conduct so their
practice aligned with their policy.
The school district modied the code of conduct to
say that students are still not supposed to have their cellphones out in class, according to Hassler, unless they are
being supervised by a teacher or an administrator.
We found that we had some pockets of teachers that
used cellphones in a variety of ways, Hasler said. They
can give quizzes on cellphones, and a lot of our teachers
are now using Google Classroom and theyre putting assignments on cellphones, and they can send messages via
cellphones.
We found that our code of conduct was kind of contradictory to some of the initiatives that we were looking to
embark on in the school district.
Cultural shift
The move to include cell phones as a means of learning is part of a larger cultural shift from more traditional
methods of teaching, to incorporating more technology
geared towards helping students actively participate in their
studies, using devices like smartphones to access the Web
and Web-based apps.
With it being almost 10 years since the release of the rst
iPhone, plus the rise in popularity of Android smartphones,
the majority of American teens already have their own
smartphone. According to a Pew Research Center study released last year, 88 percent of American teens ages 13 to 17
have or have access to a mobile phone of some kind and 73
percent have smartphones.
Its a very new phenomenon, said Chief Information
Ofcer for Monroe-Woodbury, Bhargav Vyas, because
as you know, when the state came up with this online
testing, a lot of districts started changing their tunes and
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the district is beginning to use the next

generation of smartboards, which are
more like interactive televisions, according to the district Assistant Superintendent for Curriculum and Institutional
Services, James Yapp.
The next iteration of smart boards are
interactive televisions, think like a huge
iPad, Yapp said. And because of that, one
of the features on these interactive televisions is that you can mirror the screen
down to a Chromebook or onto a mobile
device like an IPhone so that the student
can take the notes and see what's going on.
So if it's a math teacher they can write
up the notes and then they take a picture
of it on their phone, Yapp said, like they
see the screen right on their phone and
they can just keep on taking photos so that
the teacher can erase the board and keep
going and they keep on getting new notes.
Depends on the teacher

pushing out their own devices, but what
we do also is if the kid has the device and if
the teacher is using something unique, we
would actually support that.
One way the Monroe-Woodbury district is beginning to utilize cellphones,
Vyas said, is that last year, the district piloted a program in one of the high school
AP Physics classes where the teacher
helped the students create an app used to
test physics principles right on the students devices. After the teacher taught
the students the various physics principles, the students then learned Xcode,
which is what is used to design an app for
Mac products.
Some teachers have also used meth-
ods where students respond to a prompt

remotely via text from their cellphones,
Hassler said, and a computer will then
automatically log the responses. The exercise is used to try and facilitate a conversation leading into the days lesson.
Many schools are using Google Classroom, an online learning platform where
students can access assignments, access
materials and submit their assignments all
online, allowing teachers to basically go
paperless. To go along with Google Classroom, districts are rolling out their own
devices, mostly Chromebooks and tablets,
but much of Google Classroom can be accessed from smartphones as well.
In the Warwick Valley school district,
Overall it is not required that teachers

use more technological methods of teaching, but it is encouraged, according to
Vyas. The pilot program in the AP Physics
class resulted in some good success, but
its still very new.
Vyas also said that if the teacher is tech
savvy, the results will likely be different
compared to a teacher that is not as technologically inclined, so it truly depends on
the teacher.
We want our students and staff to take
advantage of technology, so we always try
to push out technology, but we also dont
want our teachers to be a tech person always, Vyas said. They have to be the best
teachers, not just the best tech person. But
we do provide hands on training. Any-
Project
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Pamela L. Alberto
D.M.D.
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thing that we can do from a technology

department perspective to make their life
just a little bit easier.
Its a work in progress, according to
Hassler, due to the wide range of teachers
and teaching techniques. Its not automatic getting some of these new initiatives up and off the ground.
For some, it comes down to a matter of
comfort or preparation, he said, so some
will go out for training. But others are
more apt to stick with what they know
and has been proven effective, while some
feel that cellphones are still too much of a
distraction.
Were kind of at the point where we
have some teachers that are ready to roll
up their sleeves and get going, and others
who are very comfortable in the manners
and strategies that they use and have been
effective for them over time, Hassler said.
If its not broke dont try to x it; they
stick with what they believe works for
them.
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PAGE 18
Fishermans House, Greenwood Lake (New Jersey), by Jasper Francis Crospey, 1877
Old Mill, West Milford, New Jersey, by David Johnson
Local history speaks volumes

A sense of place: Children connect to the past through stories about their towns
The study of history conjures up the doings of kings and queens,
presidents and generals, battles and treaties, along with the excruciating memorization of the names, dates, and titles that go along
with them.
But our passion for the past is rooted in the places and people
close to us. It may come from the stories told by grandparents, or
the neighbor whose family goes back generations. It may start with
an interest in genealogy, now the second-most popular
hobby in the United
States after gardening, according to a
recent report by ABC
News.
It's not hard to understand why. These
stories make us part
of history. We have
greater connection
to people from the
past when they've
lived in our towns
and traveled the
same byways we do,
wading in the same
ponds, or gazing at
the same mountain
ridges.
A child may wonder: Where did kids
in my town go to
school 200 years
ago? What work did
their parents do?
What did they wear?
Who once lived in
that fancy Victorian
across the street
from my house?
New Jerseys curriculum standards call for the teaching of personal, family, and
community history in the elementary grades, so that students
may track the role of science and technology in the transition
from an agricultural society to an industrial society, and then to
the information age. Students learn how and why communities
change over time.
People view and interpret events differently because of the
times in which they live, the experiences they have had, the curriculum states.
Librarians and historians in Sussex County have recommended
some books they think children interested in local history will
enjoy.
A view through pictures

Local librarians and historians recommend bookss of
old photographs depicting the life and times of earlier
ier
generations.
Sussex County Library Youth Services Librarian Raachel Burt likes "Images of America: Sussex County"
y"
by Wayne McCabe, one of many titles in the "Images"
s"
series. The library has several
al
titles; in addition to Sussexx
County there's Newton, Sussex, and Wantage; Montague,
Franklin, Hamburg, Ogdensburg, and Hardyston; Stanhope and Byram; Waterloo
and Byram Township;
and Vernon Township.
These books consist of mostly photos
with short captions,
so they should be accessible to elementary
school students, Burt
said.
The library has other
history books in its Juvenile Reference section
that cover state history..
She recommends "Stories of New Jersey" by
y
Frank Stockton.
John Clark of the Spartaa
Historical Society also
o
recommends "Images of
America," and its book on
Sparta by Bill Truran and
nd
Gwen Donovan, which
ch
is available in every local
cal
library and perhaps the
he
schools as well.
West Milford Township
Librarian Elyse Schear said the library has two local history
y
books that reference-only, which means that they can only
y
be viewed at the library. One is Images of America Westt
Milford by Samantha Vaughn, published in 2001. The
other is The Earth Shook and The Sky Was Red: A Bicentennial History of West Milford by Inas Otten and Eleanor
Weskerna. While not written for children, the vocabulary is
at the fth- or sixth-grade reading level.
"We also keep a variety of uncatalogued local historical
information, like personal essays and historical maps in our
vertical les,"Schear sad. "These also, may only be used
here at the library."
SEPTEMBER 1-7, 2016
SEPTEMBER 1-7, 2016
PAGE 19
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Why Kids Need Protein

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Making sure kids eat nutritious meals is
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benets.
Thats why its important to make sure
kids get enough protein. Not only that, but
its also important kids choose good-foryou protein foods, like milk. In addition to
being a good source of high-quality protein, milk offers eight other essential nutrients, including calcium, vitamin D and
potassium, which are three of the four
nutrients most Americans including
children are most likely missing in their
diets.
Its important for kids to get protein
at every meal, especially breakfast. Getting enough protein in the morning can
help kids feel fuller, longer, so they can
start the day off right. Beyond helping the
body build and repair lean muscle, protein
also impacts many different functions
in growing bodies. For example, protein
works together with key bone-building
nutrients like calcium and vitamin D to
help build healthy bones.
Each 8-ounce serving of milk provides
8 grams of high-quality, natural protein.
Milk is a complete protein, which means
that every glass contains a full mix of the
essential amino acids our bodies need.
Without milk in their diets, its hard for
kids to get nutrients they need to grow up
strong. For kids 9 and older, the Dietary
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You can feel good serving milk to your
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SEPTEMBER 1-7, 2016
Set the Stage for Success

Tips for a smooth transition back to school
For parents putting bright-eyed students on the bus for the very rst time
and for seasoned moms and dads who
know the drill inside and out, gearing up
for another year of school is a process. The
shopping extravaganzas, trips to the doctor for physicals, endless forms and paperwork all culminate in a single moment:
the rst day back to school.
Often, its this rst day (or days) that set
the tone for the school year to come. Help
your child feel prepared and condent to
tackle whatever the school year brings
with these tips for a successful start.
Plan well-balanced meals:

Summer break brings a lax approach to
many aspects of life, and healthy eating
is often one of them. However, nutrition
plays an important role in overall development and countless studies show correlation between academic performance
and good nutrition. As the school year approaches, work at creating healthy menus.
If hectic scheduling makes it difcult to
get well-balanced meals in lunchboxes
and on the dinner table through the week,
allocate a portion of the weekend for a
family prep session.
Reinstate bedtimes:
Easing back into earlier bedtimes will
make things smoother for everyone when
the alarms start ringing on early school day
mornings. Well before the start of school,
gradually back off more time each night
in 15-minute increments, for example to
get kids back in bed early enough to capture at least 10 hours of sleep, the amount
recommended for school-aged children
and adolescents by the National Institutes
of Health.
Get creative to boost enthusiasm:

Part of the fun of heading back to the
classroom is a shiny new set of supplies.
Build your kids excitement by letting
them select the tools theyll use to bring
home good grades, like pens and pencils.

Despite a keyboard and touchscreendriven world, sales of color-focused products like felt-tip markers, porous (fine
line) pens and colored pencils are on the
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In an effort to follow and respond to
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Explore outside of academics:

Developing interests outside the classroom builds condence and character, teaches discipline and may help reveal
hidden passions or talents that translate into future scholarships or career choices. Now is an ideal time to explore the
options available in your community and complete necessary registrations as many extra-curricular activities are
closely linked to the traditional school calendar.
Follow the paper trail:

The volume of paperwork associated with sending a child
to school can be overwhelming. From registration forms
and emergency contact sheets to physicals and immunization records, the list goes on and on. Keep on track with a list
of all the materials youre responsible for completing, along
with special notes for those that require visits to the doctors
ofce or other appointments.
Take a tour:
Especially for new students, but even for experienced kids,
spend some time getting familiar with the school before the
big day. Seeing the bus drop-off location, classroom, bathrooms, cafeteria and any other major features ahead of time
can help soothe jitters and lets you proactively answer worries or questions about how those rst days may unfold.
Establish a transition tradition:

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Celebrate the end of summer and the fresh start ahead by

creating a special family tradition. It may be a nal backyard
campout for the season or a scrapbooking project that captures memories from the summer and describes goals for
the school year. The time together to talk about what lies
ahead can help get the family geared up for a successful
school year.
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Encouraging your child to develop his or her own
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ofcial policies that determine dress code, supplies and
more. When you get down to it, though, there are dozens of
ways to let kids explore personal expression without breaking any rules or subjecting them to unwanted attention.
Accessories: Even at schools with uniforms or dress
codes, there is some latitude when it comes to accessorizing.
Dress codes vary, but many allow exibility in things such as
socks, shoes, hair bows and jewelry.
School supplies: Let kids choose their own writing implements as a personal statement of self-expression, which
is especially important to middle and high school students.
With so many options, its easy to bypass the basic bargain
selection and choose from an array of new designs and creative features, such as those offered by Zebra Pen.
Personal space: For younger students, the area designated as a students own may be limited to a backpack
or storage cubby. For older kids, theres an entire locker to
consider. Customizing these personal areas lets kids assert
a clear stamp of individuality. Photos, artwork and treasured mementoes bring these personal spaces to life.
(Family Features)
PAGE 21
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SEPTEMBER 1-7, 2016
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Teens summer social calendars are

often lled with events dates, dances,
concerts, performances, dinners and family outings like weddings and vacations
that will create lasting memories and
are looked forward to with excitement.
What is there not to enjoy about getting
all dolled up and having a good time with
your friends and family, after all?
However, theres a lot of advanced planning that goes into looking your best and
feeling confident, such as finding the
right outt, gathering a group if necessary, making sure your hair and teeth are
in perfect condition and prepping acne-
prone skin. These advance planning tips

can help make your preparation stress free
so you can enjoy those summer events and
rst days of school without a care in the
world.
Pick the Perfect Attire.

Selecting your outt is one of the most fun
yet stressful parts of planning for any occasion. There are endless colors and styles to
choose from, so its best to visit several shops
to try on different looks and browse online
for inspiration. Then add details, such as
jewelry, that accent your style to complete
the ensemble.
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Get Glowing Skin.
Whiten Your Smile.
Acne is always difcult to deal with and

can pop up at the most unwanted times.
To help teens plan ahead, OXY acne medication launched a 28-Day Challenge to
provide accurate and realistic tools to clear
acne-prone skin through a personalized,
dermatologist-approved skin care regimen.
The free smartphone app features daily tips
and alerts along with the ability to take pictures throughout to track progress. More information about the challenge and app can
be found at Oxy28daychallenge.com.
Your teeth are delicate and important, so

take your time in using whitening strips or
a whitening kit to brighten your smile. Or, if
youd rather not deal with a drawn out process or time is of the essence, try to schedule
an appointment to have your teeth professionally whitened.
Figure Out the Logistics.

Decide who to go with and build a group,
if you choose, to have dinner with before the
event and hang out with afterward. Once
your group is set, begin planning the more
intricate details, such as transportation,
dinner reservations and what you want to
do after the event is over.
PAGE 23
Take Care of Your Hair.

If youre planning on getting your hair cut
or styled prior to the occasion, make sure
to make an appointment in advance. If not,
you can nd inspiration for DIY hairstyles
online and practice the looks by yourself or
with a friend.
Now that you have a plan in place and all
of your preparation has paid off, relax and
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SEPTEMBER 1-7, 2016
Teens are shopping more like their parents

looks. And theyre using social media campaigns to be
more easily discovered by teens.
To observe teens new behavior, the AP followed Pugliese; her cousin, Arianna Schaden, 14; and two friends,
Isabella Cimato, 17, and Soa Harrison, 15, at Roosevelt
Field mall in Garden City, N.Y. Here are some ways teens
are shopping differently, and how retailers are adjusting:
BY ANNE DINNOCENZIO
AP RETAIL WRITER
Giulia Pugliese is a typical teenager. She likes to look

good, and shes particular about what she wears.
But when The Associated Press followed the
15-year-old on a recent back-to-school shopping
trip with friends, she left a Nike store empty-handed
even though Nike is one of her favorites. The reason?
I buy on sale because its stupid to buy a pair of
shorts for $60, said Pugliese, who instead looks for the
Swoosh logo in discount stores like Marshalls.
Teens are shopping like their parents during the
back-to-school season, and thats putting a lot
of pressure on retailers to change the way they
market to them. Gone are the spending sprees,
starting weeks before school bells ring. More
teens are thrifty nowadays, a habit picked up
from their recession-scarred parents.
Todays kids recycle more clothes from the
previous school year, mixing and matching
the old with the new for different looks. They
also shop year-round for things they need so
theyre spending less money this time of year.
When they do buy, theyre less likely to get
anything thats not on sale. And the number
of kids wholl reuse last years items rose to
39 percent from 26 percent between 2011
and 2015, says a Deloitte LLP poll of 1,000
parents.
And when teens shop, theyre spending
less. Families with school-age kids, on average, are expected to spend $630.36 this
year, according to a survey of 6,500 by the
National Retail Federation. Thats down 6 percent from
last year and results have registered declines for four out
of the past seven years.
Overall, back-to-school spending this year should hit
$42.5 billion, up 2.1 percent from the previous year, according to The Retail Economist, a research rm. Thats
much lower than the 5 to 6 percent average gains typically
seen in a healthy economy.
Teens behavior is an extension of how their parents
learned to shop since 2008 when retailers pushed discounts to entice people to buy during the downturn. That
helped lure shoppers, but it also got them addicted to
deals. The shift made it difcult for stores to make money
because discounts cut into prots.
Such behavior has cut into sales from July through September, the second biggest shopping period of the year
behind the winter holidays. Sales during that period were
24.9 percent of total sales annually last year, down from
25.8 percent in 2003, according to The Retail Economist.
Consumers are sending a message to retailers that
says the back-to-school shopping season just isnt that
THEYRE IN NO RUSH TO BUY
Teens arent roaming around at the mall

for kicks during back-to-school. Theyre
researching the looks they want online and
follow popular hashtags on social media so
they can piece together looks before they
get there. Google says its image searches
for school outt have grown dramatically
during the past three years, and soared 76
percent in July.
important anymore, says Deloittes Alison Paul.

The shift is changing how stores market to teens.
Whereas stores promotions would end around Labor
Day, theyre now extending them through September.
Theyre also pulling together complete outts from different brands in stores to make it easier for teens to buy
Teens arent impatient about shopping.

Although they started shopping weeks early, the four
teens plan to delay buying things they dont need immediately, like jeans, until well after school starts and the
weather cools. In fact, theyre planning to spend about
half of their back-to-school budget of about $400
after school begins.
Cimato didnt buy anything at all that day. Harrison, who bought just a few shirts, said: To be
honest, its not that big of a deal because I shop
year round.
Besides that, they want big discounts. During
their shopping trip, Schaden found a $58 romper
she liked, but decided to leave the mall without it.
I think I buy on sale because my mom never
buys something unless its on sale, she said.
In response to this new thinking, Macys
and J.C. Penney are now staggering back-toschool promotions through September. Penney
also is increasing the back-to-school merchandise
it carries in late August and September. That includes denim, backpacks, and basics such as underwear.
And Hollister, a division of Abercrombie & Fitch, says
it is timing deals on items that shoppers most want at that
time. Right now, its promoting trendy tops and T-shirts
with graphics, for instance.
THEYRE SMARTER CONSUMERS

Teens arent roaming around at the mall for kicks during
back-to-school. Theyre researching the looks they want
online and follow popular hashtags on social media so they
can piece together looks before they get there. Google says
its image searches for school outt have grown dramatically during the past three years, and soared 76 percent in
July.
Cimato, who researched denim tops and items with fringe
on Instagram, said I pretty much know what I am looking for.
That presents challenges for retailers that are afraid teens
will bypass their stores because theyre focused on items they
already want to buy. So, retailers are trying to get teens attention before they are in stores.
Macys is identifying key trends and hashtags on social media
that are getting lots of followers. It now highlights shoe trends
using the popular hashtag FWIS, which means from where I
stand.
The retailer also is putting together more looks from various
labels to create outfits and displaying them on mannequins or
tables in the teen department instead of showing them by merchandise category.These include looks teens havent necessarily seen on social media.
Penney uses Pinterest personalities like Katherine Accettura
and Mai Phung who are influential among teens to market its
back-to-school fashions. The company says it sees up to 500
times more re-pins than if it promoted the product itself.
THEY WANT A UNIQUE LOOK

Teens no longer want to be carbon copies of each other. Now,
kids, inspired by what they see on Instagram and the like, want to
personalize hot looks.
Im not a big fan of logos, Harrison said. Thats distracting
to my style.
That behavior makes it hard for retailers to dictate specific
looks. That means retailers have to do more marketing to attract teens.
Penneys back-to-school ad campaign called Bend the
Trend tries to show how easy it is to put together trends for a
personalized style. And like many teen retailers, Hollister has
scaled back its logoed merchandise.
Today, the customer is the center of everything we do, said
Hollister president Fran Horowitz.
SEPTEMBER 1-7, 2016
PAGE 25
Pledge to pack a healthier lunchbox

If good eating habits have fallen by the wayside during the summer break, you can kick off this school year
right by pledging to guide your family toward healthier
lunches.
Back to school is a great time for families to make a
healthy resolution they can carry on through the duration of the school year, said Trish James, vice president,
Produce for Kids. As a mom of two boys, I understand
the challenges parents face when packing a healthy, nutritious lunch for their children and for themselves. The
Power Your Lunchbox Pledge was designed to help fami-
lies tackle this universal challenge.

The initiative gives parents tools and tips such as
this time-saving make-ahead pizza pocket recipe to
achieve a great start for back to school, while giving back
to children in need. Every online pledge results in a $1 donation to Feeding America programs that support families and children.
Find more creative ideas and join the discussion on Instagram and Twitter using #PowerYourLunchbox, and
learn more about the program and its sponsors at poweryourlunchbox.com.
Get Your Vehicle Ready

for the Back-To-School Routine!
FREEZABLE PIZZA POCKETS
Prep time: 90 minutes
Cook time: 15 minutes
Total time: 1 hour and 45 minutes
1 1/2 cups all-purpose flour
1
teaspoon quick rise yeast
teaspoon sugar
1/2
teaspoon salt
tablespoons olive oil, plus 1 teaspoon, divided
cup slightly warm water
3/4
cup uncooked oat bran hot cereal
3/4
cup whole-wheat flour
1/3
cup no-salt-added tomato sauce
1/2
cup part-skim shredded mozzarella cheese
16
slices pepperoni, quartered
mushrooms, sliced
mini sweet peppers, sliced
In stand mixer with paddle attachment, combine all-purpose flour,

yeast, sugar and salt. With motor running, add 2 tablespoons oil
and warm water. Switch paddle attachment to dough hook. Add
oat bran and mix until combined. Add whole-wheat flour a little at a
time and stop when slightly sticky ball forms. Continue to run mixer
1 minute. Brush ball of dough with remaining olive oil, cover with
plastic wrap and place somewhere warm to rise 1 hour. Heat oven
to 450 F. Spray large baking sheet with cooking spray.
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Punch down dough. Dust counter lightly with flour. Roll out
half of dough to 1/4-inch thick, dusting with more flour if too
sticky. Use 4-inch round cookie cutter to cut rounds.
Spoon 1 teaspoon tomato sauce into middle of each round.
Add 1/2 tablespoon cheese, 4 quarters of pepperoni, mushroom slice and 2 pepper rings. Moisten edges of dough with
water. Fold dough over filling and press to seal. Use fork tines
to crimp and further seal edges.
Place pizza pockets on baking sheet and poke top of each with
fork.
Bake 15 minutes, or until tops are browned (some cheese may
leak out).
Once cool, freeze in single layer on baking sheet. Once frozen,
wrap individually in plastic wrap and transfer to freezer bag.
Notes: If placed in lunchbox frozen, even with ice pack, they
will defrost by lunchtime. Serve with 1/4 cup cherry tomatoes,
2 tablespoons hummus and a clementine.
(Family Features)
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PAGE 26
Washington DC
2017 Youth Tour
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Teen makes hand for

brother with 3-D printer
BY ODEYA PINCUS AND
THE ASSOCIATED PRESS
This past school year, one high school

boy in Virginia gave the term "lending a
hand" a brand new meaning.
Six-year-old Lucas Filippini was born
without a left hand, but thanks to his older
brother, a high school teacher and a 3-D
printer, he now has one.
Lucas's brother, Gabriel, brought the
idea to his teacher during a "resource
block" time.
/RUL:DONHU'90
I denitely think itd be a

great learning experience for
my students. And also just to
provide a service like this to
the community would be very
rewarding for them.
Kurt OConnor
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SEPTEMBER 1-7, 2016
The teacher, Kurt O'Connor, teaches

technology courses, including everything
from technical drawing and engineering
to introductory wood shop and metal shop
skills.
"Gabriel, kind of out of the blue, just
asked if we could try to make his little
brother a prosthetic hand using a 3D
printer," said O'Connor.
The younger brother was able to do with
just one hand nearly everything other
children could, including zipping up his
jacket, riding a bike and even gripping

monkey bars using his palm.
"I wanted to see what he could do with
two hands, Gabriel said.
O'Connor said that he used 3D printing
in his classroom before, but this new project was denitely a "learning process."
O'Connor and Gabriel received help
from an online group called "Enabling the
Future," which gives free designs for these
sorts of projects. The duo also received assistance from a group called Maker Smith,
who helped them with the knuckle joints.
O'Connor said that much of the search
was nding the right t for Lucas.
"It was just a matter of scaling it down
and printing out the right size," said
O'Connor.
For O'Connor, the project has opened
the door to more possibilities in the future. He says he wants to continue with
more projects such as this. One, with his
students.
"I denitely think itd be a great learning experience for my students," said
O'Connor. "And also just to provide a service like this to the community would be
very rewarding for them."
Lucas received his new hand on his
birthday in early July. It attaches to his
arm with Velcro. By bending his wrist, he
can manipulate the ngers to pick things
up.
Over time, he will develop the muscles
needed to do other things with the hand,
such as moving glasses of milk or stacks of
paper, and even tying his shoelaces.
Lucas said he's grateful he can now do
things with both hands.
"It makes me think my brother loves me
a lot,'' he said.
SEPTEMBER 1-7, 2016
PAGE 27
How to get kids to eat more veggies

Researchers nd that branding vegetables as nutrient-lled superheroes brings younger students to the salad bar
BY ODEYA PINKUS
Getting kids to eat healthy is tough. But it might get

easier with the help of some animated friends.
According to a recent study titled Marketing Vegetables in Elementary School Cafeterias to Increase Uptake,
branding might just be the key to promoting healthy eating in children. Researchers from Cornell University and
Ohio State University conducted the study in 10 elementary schools, where eight of them received various sorts
of branded vegetable-themed content to place in their
cafeterias.
Nutrient-lled superheroes
In two schools, a vinyl banner featuring characters such
as Zach Zucchini and Sammy Spinach was placed
around their salad bar.
In three schools, videos featuring these characters were
played on loop close to the salad bar.
Three other schools received both the banner and the
videos.
Two schools served as control groups where nothing
had changed.
The branded material was courtesy of Super Sprowtz,
a nutrition education program geared toward getting children to make healthier choices. The company has worked
with the First Family, Shaquille ONeill, Jeff Bridges and
other celebrities.
The results
And as far as the research results go, its success seems
to complement that of the nutrient-lled superheroes.
We more than tripled the percentage of kids going to
the salad bar, said Dr. Andrew Hanks, who is an assistant
professor at Ohio State University and one of the three
researchers who conducted this study.
In schools that received the vinyl banners alone, the
percentage of kids who ate from the salad bar increased
from 12.6 percent to 24 percent.

In schools that had both the banners and the televised
content, the number increased from 10.2 percent to 34.6
percent.
So for schools wondering how they can reap the same
rewards in their own lunch programs, the answer is simple.
I think the basic principle, Hanks said, is be strategic
in your approach.
With school cafeterias, form and function truly go together. Hanks said its important to arrange the environment in a way that would encourage children to go and
take vegetables.
Know your audience

All we did was we highlighted the salad bars, Hanks
said. We drew their attention to them.
Hanks also said its important to know your audience.
The students involved in this study were all of elementary
school age.
High school and middle school kids may not be as excited about those kinds of things, Hanks said.
He says that its important to make sure that its something that they can relate to.
Find things that grab their attention and excite their
imagination, Hanks concluded. Help them relate to the
food you want them to take in some way.
Project Self-Sufficiency & Sussex County Community College

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Services for adult students - even if youre not sure youre ready for college!
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Back To School

Teaching kids philosophy improves

SEPTEMBER 1-7, 2016

Kids say the darnedest philosophical things

SEPTEMBER 1-7, 2016

swers and questions the kids bring up.

students are reading a story, the teacher

Students who took the

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SEPTEMBER 1-7, 2016

Life skills for real life

They give the students a budget and role

Districts teach skills necessary for livingg

David Bernsley, principal of Monroe-Woodbury High School talking

and they give them obstacles and a budget. They have to

Learning the basics

Getting them early

For example, all of the students learn the difference a

In West Milford, New Jersey, nances are addressed

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SEPTEMBER 1-7, 2016

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Finances for the real world

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son to help promote good, life-long nancial habits.

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parenting skills class is offered to students

Pediatric & Adult Orthodontics

The program includes discussion on

SEPTEMBER 1-7, 2016

high school. The course focuses on study

This area of study teaches everyday

An interesting course offered at Delaware Valley is Peace Studies, a half credit

Real life in high school

The whole package

While youre in high school, that is real

School is rst and foremost a learning

The Little Miracles program at Monroe-Woodbury High School gives students

meals, food allergies, preparing a menu

Were changing the way kids

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SEPTEMBER 1-7, 2016

The importance of learning to code in elementary school

If we started teaching rst

SEPTEMBER 1-7, 2016

Building character in youth sports

How do we build character in youth sports?

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