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There are a few steps that a parent needs to take when choosing the right type of creches for their child. The first step is to plan ahead. This means planning the baby’s future a long time before it is born. This is mainly because a lot of day cares have a long waiting list to get your child in. If you wait until the last minute, then your child will probably not be able to get into the creche that you have picked out for them. Therefore, you may have to settle for one that you are not comfortable with.

The second step to finding the right creches is asking around. This means talking to all of your friends and family to see what creche that would recommend for your child. Plus they can tell you all about the good and the bad experiences with each type of creche.

The third step is to try it out. Read more…

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TeachingEnglish Reading out loud

As a teacher I had always perceived ‘reading aloud’ as a ‘taboo’ in the EFL classroom since it focuses specifically on a ‘bottom-up’ approach where learners can fall into traps of worrying about 100% comprehension or simply read aloud without understanding the text. That coupled with my own negative experiences from school meant that I never did it in my own classes, but this year that changed.

Context I was teaching three groups of young learners, ten to fourteen year-olds and the syllabus included a component using a video with an accompanying reader. Students generally respond well to video, probably because of the associations with pleasure and the visual excitement, but what about the reader? I had never had the option of using the reader alongside the video, so I really wanted to experiment with it and find out how the students would respond to different activities based on the two media, and in particular to the reader.

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Faced with a problem that cannot be ignored, budget and deadline constraints often push wellmeaning decision makers toward the fastest, cheapest fix. A quick fix treats the symptoms, but rarely addresses the underlying problem. This pattern is described by the “shifting the burden” systems archetype. Decision makers recognize a problem and see two possible courses of action. One is a symptomatic approach, which appears to be quicker and cheaper. The other is a fundamental approach, which requires more expenditure and time. Taking the quicker, cheaper route alleviates the symptoms, at least for a while. However, it also draws time, attention, and investment away from the fundamental solution. Worse, failing to tackle the fundamentals nearly guarantees that the problem will return. When it does, the reaction is to reimplement the symptomatic fix—further drawing attention and investment away from the fundamentals.

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The curtain will rise this week on a new production of Nalsey Tinberg’s “Cakewalk” at the Main Street Theater in Houston, Texas. But unless you read the brief biography in the program carefully, you might miss the passing reference to her day job as an Occidental College professor. And many of the students in her mathematics classes are unaware of their professor’s unusual second career as a successful playwright.

“I generally keep it on the down low,” says Tinberg, a member of the Dramatists Guild of America who has taught at Occidental since 1980. “Occasionally students do find out. Last year, one came up to me and said, ‘I was at Pasadena City College with this actor friend of mine, and I saw this play, and they said it was by you!’”

Tinberg traces her fascination with drama to her days as a graduate student in England, when she would spend entire weekends in London taking advantage of the riches made possible by cheap student theater tickets. B

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