Kids' Favorite Pea Soup

We are nuts for soup in the winter!
I am sure your family will enjoy this recipe!
Happy slurping,
Nadine


Kids' Favorite Pea Soup
Originally submitted by Karen and modified by Kaboose.com

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Your youngsters will slurp up spoonfuls of this tasty pea soup, and you'll feel good knowing they're having this comforting and nourishing meal in a bowl. Serve it up with soup nuts or fish-shaped crackers.

Ingredients
2 cloves garlic, minced
1 onion, chopped
2 stalks celery, chopped
3 tablespoons olive oil
1 3/4 cups dried split peas
2 (14.5 ounce) cans chicken broth
1 bay leaves
2 ounces ham
3 potatoes, peeled and cubed
2 carrots, chopped
2 teaspoons dried chervil
salt and pepper to taste
Cooking Instructions
In a pressure cooker over medium heat, saute the garlic, onion and celery in the olive oil for 5 minutes, or until onion is translucent. Add the peas, broth, bay leaf and ham. Cook under pressure for 10 to 12 minutes. (Note: If you do not have a pressure cooker, cook the peas over low heat for 3 to 4 hours or use a slow cooker.)
Once the peas are soft, stir in the potatoes, carrots and chervil and simmer for 15 minutes, or until potatoes are tender. Season with salt and pepper to taste. Add water as needed to adjust the thickness of the soup.
Nutrition Facts
Servings per Recipe: 5
Amount Per Serving
calories: 523cal
total fat: 16.5g
cholesterol: 8mg
sodium: 644mg
carbohydrates: 71.2g
fiber: 22.2g
protein: 24.6g
Preparation Time: 20 min.
Cooking Time: 15 min.
Ready In: 35 min.
Servings: 5

via: http://recipes.kaboose.com/kids-favorite-pea-soup.html

Five Senses Competition

This is a wonderful way to pass a rainy afternoon with lots of fun!
Enjoy,
Nadine

Five Senses Competition
Each competitor has to pass five tests of sight, hearing, taste, smell, and touch. Each player has a card bearing his or her name, upon which the marks won in each test are recorded. The prize is awarded to the competitor with the highest total.


WHAT YOU NEED:
Blindfold
Bowls or bottles
Household items for each of the tests
Paper
Pen or pencil


HOW TO PLAY:
1. For the sight test you need a tray bearing items like a bottle, pen, knife, pencils, ornaments, and photograph frame, for instance. Cover them with a cloth. Each player comes forward in turn to peek under the cloth at the items for one minute before returning to make a list of how many he remembers.

2. The hearing test is done blindfolded and half a dozen familiar noises are made in the contestants' presence. The fire is poked, a newspaper crumpled, and so on.

3. The taste test is again done blindfolded. This time the players taste a range of foods such as jam, apple, salt, or sugar, and try to guess what they are.

4. The smelling test is also done blindfolded and requires six bottles or bowls, each numbered and containing such things as lemonade, vinegar, coffee, or some other familiar liquid the players should guess.

5. The touch test is again done blindfolded and household commodities such as ham and flour should be used.

via: http://familyfun.go.com/games/indoor-outdoor-games/game/doca0403_game_senses/

Kid's Calendar

Now this is one of the cutest ideas I have ever heard! What a perfect time for a project like this, too, right in the beginning of the year!
Happy creativity,
Nadine


Kid's Calendar
You don't have to be a card company or federal government
to create a Holiday. Let your kids have a go at the calendar.
You'll be surprised at what they come up with.
Here are some of our favorites....
July 13 - kiss your dogs ear day,
August- be kind to your socks month...make sure they always
have their match.
Ice cream sundae month.....every Sunday is a sundae day!
May 5- Eat dessert first day.
June 12, Purple and black day.
Your Kids will love it! If you're lucky,
Ice Cream Sundae month, may be
repeated throughout the year!

via: http://www.amazingmoms.com/htm/familyfun_4.htm#kids_calendar

Pinecone Birdfeeder

This is such a fun family activity! I used to love making birdfeeders when I was a kid and my son really enjoys it as well.
Have fun,
Nadine


Winter Craft Ideas for Kids and Families
Pinecone Birdfeeder
Attract winter birds with this natural taste treat for your feathered friends!

You'll Need:
Pine cone
Butter knife or wood craft sticks
Natural smooth peanut butter
Birdseed
Natural twine; hemp flax or cotton
Scissors


Cut a long length of the natural twine to hang the bird feeder.
Attach the twine to the pinecone by tying it around a few
sections down from the top.
Make a loop for hanging.
Place the pinecone on a piece of paper towel or a paper plate.
Using the butter knife or craft stick, spread the peanut butter
inside and around the edges of the pinecone.
Use plenty of peanut butter and make a big mess!
Sprinkle the birdseed on the pinecone until all of the peanut
butter is covered.

Now it's time to hang your feeder outdoors and watch
as the birds enjoy their treat.

Kit's Variation:
You can also add chunks of fresh apple to the feeder.
It's great for the birds!
I've even made a feeder using a partially eaten apple. Here's how...



Cut or take several bites out the center of an apple.
Tie the twine to the stem, or use a crochet hook to insert the twine through the center. Tie a knot in the bottom to secure.
Spread peanut butter on the apple and roll in birdseed

via: http://www.amazingmoms.com/htm/wintercrafts_pinecone_birdfeeder.htm

Scrumptious Pretzels

We love pretzels! Can't stay away from them...the big fresh, chewy kind...yum!
Here is a great way to have some fun with your kids and enjoy what you made afterwords.
Happy baking,
Nadine



With their fresh-baked aroma, chewy texture, and salted tops, soft pretzels make a satisfying snack for kids and adults alike. This month's recipe lets you whip up a batch that's right on par with any street or fair vendor's. For variety, try one of our flavored pretzels -- cinnamon sugar or pizza. RECIPE INGREDIENTS:
1 1/4 cups lukewarm water
1 (1/4-ounce) packet active dry yeast (2 1/4 teaspoons)
1 tablespoon light brown sugar
1 1/2 teaspoons salt
3 1/4 cups unbleached bread flour
1/4 cup hot water
1 teaspoon sugar
Coarse or kosher salt (optional)
3 tablespoons unsalted butter, melted
1. Pour the lukewarm water into a large mixing bowl and sprinkle on the yeast. Wait 5 minutes, then stir in the brown sugar, the 1 1/2 teaspoons of salt, and 2 cups of the flour. Stir the mixture vigorously with a wooden spoon for about 100 strokes.

2. Gradually stir in enough of the remaining flour, 1/4 cup at a time, to make a semifirm dough. Turn the dough out onto a floured surface and knead it for 7 to 8 minutes, dusting the surface with flour as necessary to keep the dough from sticking.

3. Place the dough in a lightly oiled bowl and roll it around to coat its entire surface. Cover the bowl with plastic wrap and set it in a warm place until the dough is nearly doubled in volume, about 45 minutes. Meanwhile, lightly grease a large, heavy, shiny (not dark) baking sheet with vegetable shortening.

4. Turn the dough out onto a flour-dusted surface and knead for 1 minute. Divide the dough in half, placing half back in the bowl and re-covering it with plastic wrap.

5. Divide the other half of the dough into 3 equal pieces. Shape each into a ball and let them rest for 5 minutes on a flour-dusted surface. Then roll each ball under your palms and outstretched fingers until it's about 3 feet long and 1/2 inch thick.

6. Heat the oven to 450°. Shape the ropes of dough by making a circle and twisting the ends.

7. Fold the ends back over the circle and pinch the dough. After you finish shaping the pretzels, place them on the baking sheet, leaving as much space between them as possible.

8. Stir the hot water and sugar together in a small bowl. Using a pastry brush, lightly brush the water mixture over the pretzels. Top them with a bit of coarse salt, if desired. (For other topping suggestions, see our tips below.) Set the pretzels aside for 10 minutes.

9. Bake the pretzels on the center oven rack until golden brown, about 12 to 15 minutes, rotating the sheet 180 degrees halfway through the baking. Start shaping the other half of the dough into 3 more pretzels.

10. Place a sheet of plastic wrap or aluminum foil under a wire rack and transfer the baked pretzels to the rack. Using a pastry brush, apply melted butter liberally over the pretzels; this makes them soft and flavorful. Let the pretzels cool briefly, but enjoy them while they're warm. Makes 6 pretzels.

TASTY TIPS:
For an extra flavorful twist, you can add zip to your pretzels with a variety of toppings. Here are two variations we find particularly appealing.
Cinnamon Sugar Pretzels: As soon as you brush your pretzels with the water mixture (step 8), give them a liberal sprinkling of cinnamon sugar. After baking, brush the pretzels with butter and sprinkle on more cinnamon sugar.
Pizza Pretzels: After brushing with the water mixture (step 8), brush a tablespoon of store-bought sun-dried tomato pesto on each pretzel. Once out of the oven, brush them with melted butter or olive oil and, while they're still warm, shake on Parmesan cheese.

via: http://jas.familyfun.go.com/recipefinder/display?id=50298

Why Boys need parents!

I got this in an email this morning and it was just too funny for me not to share with you,
Nadine


This is for those parent's of boys, sisters of boys, and boys that have grown older.
And anyone else who needs a laugh.

Why boys need parents...









And you also find out interesting things when you have sons, like...

1.) A king size waterbed holds enough water to fill a 2000 sq. ft. house 4 inches deep.

2! .) If you spray hair spray on dust bunnies and run over them with roller blades, they can ignite.

3.) A 3-year old Boy's voice is louder than 200 adults in a crowded restaurant.

4.) If you hook a dog leash over a ceiling fan, the motor is not strong enough to rotate a 42 pound Boy wearing Batman underwear and a Superman cape. It is strong enough, however, if tied to a paint can, to spread paint on all four walls of a 20x20 ft. room.



5.) You should not throw baseballs up when the ceiling fan is on. When using a ceiling fan as a bat, you have to throw the ball up a few times before you get a hit. A ceiling fan can hit a baseball a long way.

6.) The glass in windows (even double-pane) doesn't stop a baseball hit by a ceiling fan.

7.) When you hear the toilet flush and the words 'uh oh', it's already too late.

8.) Brake fluid mixed with Clorox makes smoke, and lots of it.




9.) A six-year old Boy can start a fire with a flint rock even though a 36- year old Man says they can only do it in the movies.

10.) Certain Lego's will pass through the digestive tract of a 4-year old Boy.

11.) Play dough and microwave should not be used in the same sentence.

12.) Super glue is forever.



13.) No matter how much Jell-O you put in a swimming pool you still can't walk on water.

14.) Pool filters do not like Jell-O.

15.) VCR's do not eject 'PB & J' sandwiches even though TV commercials show they do.

16.) Garbage bags do not make good parachutes.



17.) Marbles in gas tanks make lots of noise when driving.

18.) You probably DO NOT want to know what that odor is.

19.) Always look in the oven before you turn it on; plastic toys do not like ovens.

20.) The fire department in Austin! , TX has a 5-minute response time.




21.) The spin cycle on the washing machine does not make earthworms dizzy.

22.) It will, however, make cats dizzy.

23.) Cats throw up twice their body weight when dizzy.

24.) 80% of Women will pass this on to almost all of their friends, with or without kids.

25.) 80% of Men who read this will try mixing the Clorox and brake fluid.

Balls of Energy

I love snacks are are fast and easy to make and give my child a little more then just a quick bite.
These here are perfect for inbetween meals. Your kids will love them,
Nadine


These nutritious bites are easy to mass-produce and just as easy for players to pop in their mouths during halftime or whenever they need a boost. RECIPE INGREDIENTS:
1 small banana
1/2 cup chunky peanut butter
1/2 cup toasted wheat germ
Finely chopped peanuts, mini-chocolate chips, or shredded coconut for coating
1. In a medium bowl, mash together the banana and the peanut butter.

2. Stir in the wheat germ. Roll individual tablespoons of the mixture into balls, then roll the balls in one, or a mix, of the coatings listed above. Chill until firm. Makes 14 balls.

3. Variation: For a peanut-free version, substitute sunflower-seed or soy-nut butter for the peanut butter, and omit the peanuts and chocolate chips (which can contain traces of peanut).

via: http://jas.familyfun.go.com/recipefinder/display?id=50410

Embellish an Ordinary Bowl

Now this is cute! Let the kids decorate their own bowls and you will love seing their proud faces when they eat out of them.
Have fun,
Nadine

Spruce up your plain bowls with the help of paper.

From 100 Crafts Under 10 Dollars

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What You'll Need
Newspaper
White spray primer
Acrylic paint in desired color
Paintbrush
Papers in several colors
Scissors
Paper punch
Decoupage medium
Glass or plastic liner (optional)


Make It
In a well-ventilated work area, spray paint bowls with primer. Let dry.
Paint the bowl in the desired color. Let dry.
Cut paper strips and squares. Punch circles with paper punch.
Paint decoupage medium onto the bowl and arrange the paper shapes on the bowl.
Paint two more coats of decoupage over the bowl.
Place a glass or plastic liner in the bowl if using it for food.

via:
http://www.bhg.com/crafts/home/bargain-projects/embellish-an-ordinary-bowl/

Cut Your Teen's Stress

By Nancy L. Snyderman, M.D.


Homework, popularity and responsibility stress a teen out. Here's how to help him chill.

Get good grades. Be popular. Please your parents. Oh yeah, and learn how to make decisions and take care of yourself. Being a teen is tough, admits Elizabeth Farr, PhD, a clinical psychologist who specializes in stress reduction in children. "The main issue teens face is how to be responsible for themselves," she says. "This places a tremendous burden on them; they feel overwhelmed and exhausted." Want to help your teen chill out? Share these techniques with your teen.

Slow down. You've got big goals but they don't happen all at once. Your approach should be slow and steady, too. Focus on your goal, break it down to manageable pieces and do one step a day.

Banish negative thoughts. Telling yourself no one is ever going to ask you to the prom is not going to help you talk to the guy or girl you're crushing on. Do one of the following to change the message in your head:

Distract yourself. Wear a very loose rubber band on your wrist. When you catch yourself thinking negative thoughts, lightly snap it on your wrist three times and think, "Stop. Stop. Stop."

Find your happy place. Seriously. When you find you're judging yourself too harshly, think of a time and place where you were totally happy. Put yourself there: How warm or cool is it? How bright or dark is it? What do you hear? What do you smell? This should replace stress with good feelings.

Make plans. Don't just "hang out." Plan an activity with friends—a movie, a party—to look forward to at the end of a busy week.

Work out the stress. Regular exercise will help release your stress and you don't need to do an hour on the treadmill. Dr. Farr says Pilates and Bollywood dancing are the popular classes in her area. Find one that appeals to you, grab a friend and give it a try.

Recharge daily. Junk food and energy drinks might give you a quick rush, but they won't keep you going through those all-nighters. Keep nuts and fruit in your locker or backpack for a quick, healthy snack.

Catch some sleep. Teens need 8-9/4 hours of sleep a night. Don't skimp on sleep, especially during midterms or other stressful periods. Aim to crash at the same time every night—you can't "make up" lost sleep on the weekend.

Talk to someone. Sure, you tell your friends your problems, but talking to an adult will help you get a balanced opinion. Don't want someone to tell you what to do? That's fine. Talk to a school counselor, a trusted teacher or maybe a therapist. Then make up your mind about what to do next.

via: http://www.bewell.com/ArticleDetail.aspx?id=1674&type=1

3 Things to Do With Buttons

This is adorable! You know you always have tons of owner less buttons flying around the house! Here are three ways to put those to good use. I love it,
Nadine


Mark a page
Bookworms of all stripes will love these bright place markers. They make sweet stocking stuffers -- and they're fun and easy for kids to create. Simply cut lengths of ribbon (ours are 12 to 14 inches long, to fit a standard-size hardcover book), then attach buttons to the ends using tacky glue or a glue gun. Shown here are just a few of the decorating options: sandwiching the ribbon's ends between two buttons; stacking smaller atop larger buttons; and grouping several small buttons in a pattern.



Tiddle a wink
Our Button Skee-Ball game is an update of tiddlywinks. To make the target, use 2-inch-wide poster board rings 28, 21, 17, and 8 inches long, secured at the seams with double-sided tape. Attach printed point values (or simply write them on)and assemble the rings as shown, securing them with more double-sided tape. Cut out a felt launchpad. Players take turns using a large button to flip 10 small buttons toward the target. The player with the highest total score wins.





Jazz up a window
A button mosaic becomes a cheery sun catcher when it's sandwiched between layers of clear Con-Tact paper. To make one, cut out a square of Con-Tact paper, remove its backing, and lay it sticky-side up. (If you like, slide a drawing beneath the square as a guide.) Place buttons on the square to create a shape, leaving at least a 1-inch border on all sides. When you're done, cover the mosaic with a second Con-Tact paper square. Smooth the edges with a cotton swab and cut out the mosaic, leaving a -inch border on all sides. Stick your creation to a window with glue dots or tape.



via: http://familyfun.go.com/arts-and-crafts/season/feature/things-to-do-with-buttons/things-to-do-with-buttons.html

WHAT MAKES A GOOD SCHOOL?

I know that a lot of you are starting to look around for a new school for your child, so here is a very detailed report on what to look for in a school. I know it is long, but when I found it and was reading through it I just think that this is such an important matter, it really can't be summed up.
So enjoy educating yourself,
Nadine

A GUIDE FOR PARENTS SEEKING EXCELLENCE IN EDUCATION

The Center for Research on Evaluation,
Standards & Student Testing (CRESST)
Eva Baker, Director
Joan Herman, Associate Director
Josie Bain, Senior Research Associate
A Research Unit of
The UCLA Graduate School of Education & Information Studies
Dean Theodore R. Mitchell
1320 Moore Hall
Los Angeles, CA 90095-1522

For as many years as there has been a place called “school,” we’ve all been seeking ways
to fashion the best educational experience for our children – the place that would provide
students with the best possible education and send them forth fully prepared to meet life’s
challenges.
Every American generation has desired quality education for its children and in many ways
the system has responded by expanding opportunities to historically under-represented
students, updating curriculum, and improving teaching techniques.
Yet, for all the changes implemented in the American classroom, parents and the
community in general are ill-prepared to measure the quality of the schools that serve them.
As consumers of education, parents and other taxpayers have a right to know if their
schools are doing a good job.
In the search for a good school, many parents have moved to new locations; many have
applied for permits that would allow their children to attend a school in their neighborhood,
district or city; and many have opted for private schools.
School districts and private schools, aware of parents’ search for quality education, have
explored many innovative ways of accomplishing this aim and have tried many different
configurations. There are now alternative schools, schools of choice, magnet schools,
schools without walls, and countless numbers of educational centers. None of these
schools, however, comes with a certificate of quality. What we do know is that quality
education comes from a real partnership between parents and professionals working
together.
So, how do we know what makes a good school? Fortunately, that question can be
answered based upon sound research findings that make it possible to measure the quality
of the education a school offers.
What makes a good school has less to do with the configuration of the school or the
socioeconomic standard of the neighborhood. There are successful schools in the inner
cities of America, just as there are unsuccessful ones in the country’s wealthy suburbs.
What makes the difference between success and failure? We can identify
several qualities of successful schools that set them apart.

A good school has:
• Strong and professional administrators and teachers
• A broad curriculum available to all students.
• A philosophy that says all children can learn if taught, coupled
with high expectations for all students.
• A school climate that is conducive to learning. A good school
is safe, clean, caring, and well-organized.
• An ongoing assessment system that supports good instruction.
• A high level of parent and community involvement and
support.

Let’s look at each of these qualities.

ADMINISTRATORS AND TEACHERS
Good schools have a strong administrator who:
• Leads instruction at the school and knows in depth the school’s curriculum
and instruction provided in each grade level.
• Helps teachers develop instructional strategies and techniques and
encourages teamwork.
• Makes time for in-service training, and seminars for the school’s entire
staff.
• Marshals resources and distributes them to benefit the greatest number of
students.
• Communicates with parents and provides sufficient time for such dialogues.
• Establishes goals for the school and articulates those goals with clarity,
conviction and understanding.
• Maintains a well-balanced staff with multiple skills and competencies and
knows the staff’s strengths and special capabilities.
• Works to maintain high morale which contributes to great stability and
limited teacher turnover.
• Strives to keep class sizes appropriate for the subject and grade being taught
and within state guidelines.
• Develops with staff and parents a clearly defined policy on discipline,
grading, attendance, testing, promotions and retention.
• Knows the community and is equipped to work cooperatively with teachers
and parents to provide support services to students encountering problems.
• Maintains a good relationship with the district and makes wise use of
district resources.

Good schools have strong professional teachers who:
• Hold current certification in the classes they are teaching and have mastered
the subject matter they are teaching.
• Maintain high expectations for student achievement that is evident in
every aspect of classroom work.
• Teach students how to learn.
• Provide students with ample opportunities to practice skills taught in order
to grasp concepts.
• Create consistency in learning methods that include problem- solving,
thinking and creative activities.
• Hold students responsible for completion of work assigned within
established standards for quality.
• Set challenging and interesting classroom assignments that are appropriate
to the subject and that clearly relate to other lessons taught.
• Use a wealth of materials and many different approaches to teaching
concept.
• Relate, as often as possible, the objectives of lessons taught to students’
backgrounds, communities, and cultures.
• Maintain discipline in the classroom to foster the optimal learning
environment.
• Keep students consistently informed on how they are doing and what they
will be doing next, and discuss the significance of each step and its
relationship to concepts previously taught.
• Keep students informed as to how well they are doing.
• Use testing and evaluation as a tool to measure student progress as well as
determine curriculum changes and teaching strategies in order to
accommodate the needs of ethnically and culturally diverse groups of
students.

Good schools have counselors who:
• Know the school and its community and understand the strengths, assets,
and goals of each.
• Serve as a bridge between students, parents, and school personnel.
• Assist students in class selection.
• Understand the system of testing and assessment, and explain it to parents,
teachers and staff.
• Play a significant role in interpreting test results to staff, teachers,
administrators and parents and analyze test results in order to make
informed recommendations when changes in testing procedures are
appropriate.
• Keep themselves and their schools up to date on state testing requirements.
• Understand and use a combination of strategies to determine student
progress.
• Provide information concerning college, career and vocational options
available to students.
• Provide all students with access to appropriate counseling and give students
timely advice on program planning, requirements for graduation,
and requirements for college.

Good schools often have regular access to additional support staff geared
toward meeting the needs of a diverse student body:
• A School Psychologist
• A School Doctor
• A School Nurse
• An Attendance and Adjustment Counselor
• A Child Abuse Counselor
• Bilingual Education Assistant
• Proficiency in English Services
• Resource Teachers who are prepared in a wide range of subjects and who
can offer assistance to new teachers.

A CURRICULUM AS BROAD AS THE STUDENTS ARE DIVERSE
A Good School recognizes the great diversity in backgrounds, needs, and
aspirations of its students and develops a curriculum that meets these
needs.

Good Schools:
• Offer a broad curriculum within the guidelines established by both state and
local mandates and is appropriate to the students’ age and educational
background.
• Place a strong emphasis on basic curriculum including Science, Math,
and History.
• Have a visual and performing arts curriculum.
• Value the importance of multicultural education and encourage students to
experience other cultures.
• Constantly seek ways, wherever possible, to enrich the curriculum by
offering more courses that supplement a strong academic program.
• Believe that all children can learn if properly taught.
• Show great flexibility in the presentation of subject matter to maintain
interest
• Keep athletics in proper relation to academics.
• Evaluate school offerings on a continuous basis, so as to include studies
appropriately related to the social and academic changes in our society.
• Review on a regular basis requirements necessary for students’ entry into
college or university and make sure needed courses are offered.
• Keep abreast of work-force requirements and incorporate those skills
needed in the curriculum of the school.
• Make every effort to help students develop proper interpersonal skills
needed for college, workforce or everyday living.

HIGH EXPECTATIONS GO HAND-IN-HAND WITH EQUITY
In good schools, high expectations for students’ achievement are observed
throughout the school. The surroundings of the school give a message to
all who enter that academic achievement is valued in this place. These high
expectations for achievement are found on school bulletin board displays,
in the hallways, in classroom displays, and in the school newsletter. They
are also recognized by the number and quality of awards presented. The
overall environment and outreach makes a statement that learning is valued
and rewarded.

In Good Schools:
• Learning is promoted as the most important reason for attending school.
• High standards for classwork are carefully set with students and are
maintained on a consistent basis.
• Each lesson offers a challenge for students, but each also is within the
students’ ability to attain.
• Class time is used as learning time and few interruptions are permitted.
• Homework is assigned with a purpose, usually to reinforce a concept taught
or to give additional practice.
• Homework is always checked, reviewed and feedback is given.
• High standards for classroom behavior are established and adhered to in
order to permit classwork to proceed on an established schedule.
• In keeping with the high expectations of each teacher and each class, awards
for outstanding work are presented at assemblies and community meetings.
This is done to advertise and maintain the goals established for a high
achieving student body.
• Improvement in achievement is high on the list of priorities, and resources
to assist teachers and students are continuously made available.
In the equitable classroom, fairness is the guiding principle.
• All classrooms in all locations maintain an academic environment that
addresses the needs for basic learning.
• All classes receive consistent and appropriate classroom instruction.
• All classes are provided with adequate and updated instructional materials.
• Proper emphasis is placed on the development of critical thinking and
problem-solving skills and the continued use of assessment systems that
analyze the quality and quantity of student learning. Included in all of this is
the opportunity for change in teaching strategies when warranted.

A SCHOOL CLIMATE CONDUCIVE TO LEARNING
Learning requires time and a conducive atmosphere. Since learning is as
much a social activity as it is an individual activity, much of what students
learn comes from interacting with other people. Thus the nature of the
relationships among the people at the school will have a strong influence on
students’ learning.

Good schools:
• Develop a social and academic climate that gives students a strong feeling of
belonging; students feel proud of their school, feel they belong; feel they are
wanted and nurtured by the school.
• Have high morale due to the cooperation of teachers, staff and parents who
work closely together to provide the best school environment for their
students.
• Offer appropriate supervision so that only those persons eligible are found
on the school grounds. Students are given, on a continuous basis,
instructions as to how to respond to visitors on the school grounds.
• Buildings are kept in good condition, making them safe at all times.
• Students know well the safety drills held at the school and respond with
precision when the signal is given.
• Good schools recognize and respond to students who come from many
different home environments.
• In good schools, staff expect and accept some divergent responses to
school rules and make appropriate preparations for effectively responding in
a positive and constructive manner.
• Every effort is made to create an atmosphere in which the student feels the
school offers him or her an understanding and a caring response to life’s
inequities.

Good Schools Are Well Organized
• Good Schools have libraries that are stocked with up-to-date books
appropriate for the age and interest level of students; centrally located for
ready access by total student body and staff; staffed, where possible, by a
full-time librarian on duty daily. All children are taught how to use the
library
• In the school office student work and awards are proudly displayed;
secretaries and clerical personnel are courteous and knowledgeable about
the school and its programs; students’ needs are met promptly so as to
minimize the amount of time out of their classrooms.
• Halls are neat, clean, free of debris. Traffic patterns are established for
safety of incoming and outgoing traffic. Bulletin boards in halls are
reflective of the educational programs being promoted at all grade levels.
• Evidence of knowledge, acceptance, and understanding of the diversity of
cultures in the school is reflected in art displays and recognition of
community success stories of achievement on the part of various students.
• On the school grounds play areas for students are well-defined and well
organized; games played give evidence of necessary skill having been
taught; safety rules are clearly defined and assiduously followed; lunch
areas are clearly defined and properly supervised; school grounds are
supervised by competent personnel.

DETERMINING SUCCESS – AN ONGOING ASSESSMENT SYSTEM
Good schools are very concerned about the overall achievement of their
students and make testing and assessment an integral part of their
programs. Assessment measures the level of student achievement; helps
schools discover the strengths and weaknesses of their curriculum, and
suggests areas where programs need to be modified or added.
• In good schools, clear goals are established as to what students are expected
to learn.
• The curriculum is guided by these carefully constructed instructional goals,
with texts, resource materials and experiences orchestrated to promote
success.
• Good schools use a variety of types of tests and assessments to meet their
needs. Some of these may be developed by commercial publishers, some
may be developed by state departments of education and districts, and some
are constructed by teachers to use in their classrooms.
In good schools teachers prepare students for assessments in many ways:
• Give students suggestions for readying themselves for a test, or assessment
-- for example, proper rest, be on time.
• Give tests or assessments under conditions that allay fears and reduce
anxiety.
• Do not teach the test, but make sure they teach concepts and skills that
reflect the goals of the test or assessment.
• Make sure that students are exposed to and are learning the broad concepts,
issues, topics, and skills that are expected to be taught at a particular grade
level.
• Let students know what to expect on the test or assessment.

Good teachers use assessment to:
• Hold students to high standards.
• Examine the effectiveness of their teaching strategies, to determine if they
are presenting understandable materials
• Diagnose the strengths and weaknesses of a particular class and of
individual students with in it.
• Determine whether the class, a group within it, or individual students are
ready to go on to the next unit or next class.
• Gather a balanced picture of a student’s ability and mastery; do not use the
results of one particular pencil-and-paper test as the sole determinant of a
student’s achievement.

Where assessment results are less then satisfactory, good teachers:
• Help students read and review concepts presented.
• Determine if they have adequately reviewed materials presented, asked
questions, shared additional materials to reinforce a given concept.
• Question if they have consistently reviewed and encouraged students to
relate class experiences with some of their own personal experiences.
• Determine if the tests used mirror the textbook material used by the class.
• Determine if the tests are testing what was actually taught.
In good schools, students are encouraged to use assessment results.
• It conveys to them the level of success they are meeting.
• It helps them see the continuity in their learning and offers them the
encouragement to apply learned skills in one field to other fields and to
everyday living experiences.
• They are encouraged by an assessment system that reveals both their growth
and areas in which improvement is needed.
• It empowers them to share in the responsibility for their own learning.

In Good Schools, parents use assessment to observe the progress being
made by their children.
• Assessment helps parents note progress or lack of progress on the part of
their youngster and to determine when to seek assistance.
• Assessment helps parents understand what a given school is seeking to
accomplish and whether the school’s goals are in sync with the goals they
desire.
• Good schools encourage parents to ask questions, to seek clarification of
procedures used, and to determine the impact of a given test on their child’s
future.

PARENTAL AND COMMUNITY INVOLVEMENT AND SUPPORT IS
CRITICAL
Parent Involvement
One of the most prevalent and consistent findings in the research on good
schools is that parent involvement makes a difference. Positive parent
involvement has a significant impact on student achievement, student
school attendance, and the central role of the school in students’ lives.

In goods schools, parents:
• Participate with the school in establishing its organizational goals.
• Actively participate in developing the school’s policy on discipline,
grading, attendance, testing, promotions and retention.
• Visit with teachers and administrators at the school on regular basis.
• Inquire as to what happened at school on any given day and help children
clarify concerns. Inquire about homework assignments, provide a place
and time for students to complete their work and offer assistance to students
as needed.
• Speak well of the school.
• Take stock periodically to determine if they, their children, and the school
are together in their plans for their child’s future.
• Recognize that children spend only a portion of the day at school and that
much more of their time is spent at home; therefore much can and should be
done at home to increase their child’s learning.
• Join a school organization if at all possible.
• Listen to their children.

Community Involvement And Support
Good schools are an important part of a community. Recognized leaders of
the community often share their talents and experience with a school,
thereby projecting positive images and serving as role models for students.
• The utilization of office space by agencies, corporations and businesses to
display outstanding work accomplished by students (essays, art work)
makes a positive display of the togetherness that exists between the school
and the community.
• Good schools know that they and the community are one. Failure on the
part of either can bring discredit to the other.
• Good schools receive broad support from their communities and identify
with the community and its agencies in multiple ways and on a continuous
basis.
• In good schools, the social agencies are active participants in the life of the
school, often providing additional counseling, tutoring services, and food
and clothing to the needy.
• Members of the community visit the school regularly and participate in
assemblies, often addressing some of the critical issues of the community
and indicating where and how help can be obtained.
• Good schools make every effort to schedule events at times and places that
are convenient for parents and encourage maximum participation by the
entire school community.

The Right School is Only the Beginning of a Lifetime of
Educational Enjoyment.
Finding a good school for your child is only the initial step. Reaping the
benefits of this school requires participation, with constant and continuous
involvement. When your child enters a school, it represents a commitment
on the part of both you and the child and gives a vote of confidence to the
school that you believe it will do its best. The education of your child is
above all a cooperative effort that involves the school, teachers, parents
and the community.

CRESST would like to thank the following persons for their advice and
assistance in compiling this booklet:
Theodore R. Mitchell, Ph.D., Dean, UCLA Graduate School of Education
Eva Baker, Ed.D., Director, UCLA Center for the Study of Evaluation
Jeannie Oakes, Ph.D., UCLA Graduate School of Education
Linda Winfield, Ph.D., Johns Hopkins University
James Comer, Ph.D., Yale University
Alonzo Crim, Ed.D., Spellman College
Pauline Brooks, Ph.D., UCLA CRESST
Pauline Hopper, Los Angeles Unified School District
Thomas Fagin, U.S. Department of Education
Audrey Clark, Superintendent, Lynwood Unified School District
Cindy Wond, President, 10th District Calif. Parent-Teachers Association
Janet Phillips, President, 31st District Calif. Parent-Teachers Association
Bob Witherspoon, Executive Director, Parent Center, Washington, D.C.
The Honorable Augustus Hawkins, Retired Member, U.S. House of
Representatives

via: http://www.cse.ucla.edu/products/parents/cresst_GoodSchool.pdf

Mini Hero Sandwiches

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By Linda Larsen, About.com


Kids love hot dog buns. The size and texture are perfect for this hero sandwich version. Use whatever type of meat and cheese your kids prefer in this simple recipe.
Prep Time: 20 minutes
Ingredients:
2 Tbsp. butter, softened
1 Tbsp. yellow mustard
1 Tbsp. mayonnaise
4 hot dog buns, split
4 slices deli cooked turkey
4 slices American cheese
4 slices deli cooked ham
2 plum tomatoes, thinly sliced
Preparation:
Spread a thin layer of butter onto cut sides of the hot dog buns. Mix mustard and mayonnaise and spread over butter. Layer remaining ingredients in buns to make sandwiches. 4 sandwiches

via: http://busycooks.about.com/od/coldsandwichrecipes/r/miniherosandwic.htm

Really Ridiculous Rocks Craft

Supplies needed: Rocks (make sure they're clean)
Hot glue gun and hot glue
Tempera paint
Brushes
Googly eyes, pipe cleaners, ribbon, markers, yarn (optional)
Acrylic varnish or other shiny finish (optional)



Using a few rocks and pebbles, experiment to make an interesting animal shape. Try making animals with no legs, two legs, three legs or more! You can even give your animal huge rock ears or a rock tail.
When you're pleased with the shape, hot glue the rocks together (adults should do the hot gluing). Let the glue cool off.




Paint the rocks. Let the paint dry.



Add eyes and other features using markers. If you'd like a shiny finish, coat with an acrylic varnish.
Glue on googly eyes, pipe cleaners, ribbons, or other objects. Glued-on yarn makes a nice tail or hair.



You now have a really ridiculous rock decoration.


via: http://www.enchantedlearning.com/crafts/rocks/animals/

Ten Questions to Ask Your Pediatrician

Keeping your child healthy and up to date on his/her doctor visits is very important.
So, here are some questions to take with you when you go to the doctor.
Stay healthy,
Nadine


Talking to Your Pediatrician
By Vincent Iannelli, M.D., About.com
About.com Health's Disease and Condition content is reviewed by the Medical Review Board


Ideally, each visit to your pediatrician will get you all of the information to make sure your child is safe, healthy, and developing normally. Unfortunately, in this age of managed care and rushed appointments, parents sometimes leave their pediatrician's office without understanding everything that is going on with their child. Consider asking your pediatrician these 10 questions from time to time to get the information you need about your kids.

1. Is My Child Growing and Developing Normally?
Children, even those who are growing and developing normally, don't all grow at the same pace. That can make it hard for parents to know if their child is truly developing normally. Is he talking enough? Did he walk on time? Does he have enough friends? Is he too short?

Although reviewing developmental milestones and following growth charts can help you monitor your child's growth and development, nothing beats simply asking your pediatrician to make sure your child isn't delayed.

2. Are My Child's Immunizations Up-to-date?
Considering how much the childhood immunization schedule has changed the last few years, and with vaccine shortages that have been occurring from time to time, there is a chance that your child's immunizations are not up-to-date. In addition to checking on your child's vaccine status at well child visits, you might also ask when you go in for a sick visit.

For example, there's now a recommendation that children get the hepatitis A vaccine, a chicken pox booster shot, and there are some new vaccines for teens. Also, shortages of Prevnar (2003-04), chicken pox, DTaP, Td, and MMR (2002), and the Hib vaccine (2008) often leave kids behind on their shots.
3. Does She Really Need Antibiotics to Get Better?
At one time, it seemed like parents expected antibiotics for every cough, sore throat, and runny nose. Most are getting better at recognizing that these are mostly viral symptoms and do not usually need an antibiotic prescription.

Some pediatricians are still quick to break out their pads and write prescriptions for antibiotics though, which helps explain why antibiotics are still being overused. Surprisingly, this is often because they think that parents expect the prescription. If you don't, ask your pediatrician if your child's antibiotic prescription is really necessary the next time she has a mild infection.
4. What Are the Side Effects of My Child's Medications?
Although all medications can have some possible side effects, most children take them without any problems at all. And when they are necessary, like when an antibiotic is prescribed for strep throat, the very low risk of side effects is so far outweighed by the benefits that you almost don't think twice about giving them to your child.

With some other medications, the benefits aren't always so clear though, and the risks can be a little higher. That makes it important to know the possible side effects of the medications that your child is prescribed. In addition to helping you recognize those side effects, asking this question will help you make a more informed decision about whether your child should really take the medication or not.
5. Why Isn't My Child Getting Better?
Unfortunately, there are very few 24-hour bugs. When kids get sick, whether they have a runny nose and cough, sore throat and stuffy nose, or vomiting and diarrhea, they are often sick for a good three to five days. And sometimes, like with a cold, the symptoms can stretch to a few weeks until they are finally gone. Even when a child with a bacterial infection is treated, it can often take 48 to 72 hours for antibiotics to work.

While many infections can linger, it is important to ask when you can expect your child to get better. And if that time passes, ask why he isn't getting better yet.
6. Should We See a Specialist for a Second Opinion?
Although your pediatrician is likely well prepared to take care of most of your child's medical issues, there may be times where a pediatric specialist can be helpful. Does your child have frequent asthma attacks that are limiting his activities? Hard to control eczema that is making it difficult for him to sleep at night? Months and months of diarrhea that just hasn't gone away?

In all of these situations, seeing a pediatric specialist for further help would be a good idea. If it seems like you have had several visits to your pediatrician for the same problem and he or she has tried everything, but your child still isn't getting better, consider asking if it is time to see a specialist.
7. Why Are We Doing This Test?
Surprisingly, doctors can't always do a medical test to help them figure out what is wrong with your child. Unfortunately, though, some order test after test anyway -- many of which aren't always helpful. Others take a shotgun approach, ordering every test they can think of when a child is sick.

Before your child has a blood test, x-ray or MRI, you might ask if it is really necessary and how it is going to change your child's treatment plan.
8. What Were His Test Results?
Many parents follow a "no news is good news" approach to test results, figuring that if they didn't hear anything after a child had a test, then the results must have been normal. While that is likely often true, there are situations when a pediatrician may not communicate negative results to a parent, such as lost results, lost charts, or when they don't have a working phone number for the parent.

If you don't get your child's test results after a reasonable amount of time, a few days to a week, be sure to call your pediatrician to discuss the results.
9. Is My Child at a Healthy Weight?
With the current childhood obesity epidemic, you would think that weight management would come up when a child visits her pediatrician. Unfortunately, parents rarely make visits to discuss a child's weight problems, and pediatricians often have a hard time bringing up the topic. Discussing obesity is especially difficult for some pediatricians when the child's parents are overweight themselves, or if they are afraid to hurt the child's feelings.

Ask your pediatrician for your child's body mass index (BMI), and about whether or not she is at a healthy weight, at her next well child visit. If you are not due for a well visit, then schedule a visit specifically to discuss her weight, nutrition and, if necessary, weight loss goals.

http://pediatrics.about.com/cs/growthcharts2/l/bl_ibw_calc.htm10. What Is Your Opinion About...
Experts often recommend that you ask a pediatrician his or her opinion about things when first choosing a pediatrician for your child. Asking for a pediatrician's opinion on important topics -- breastfeeding, discipline, alternative medicine, homeschooling and cosleeping, for example -- is great advice. However, it doesn't have to stop once you choose your pediatrician.

Moreover, it doesn't have to be a confrontational process. Asking for your pediatrician's opinion about things, such as alternative vaccine schedules, BPA and other chemicals in your child's environment, or the controversy about the Gardasil vaccine, may help both of you learn something new.

via: http://pediatrics.about.com/od/aboutpediatrics/tp/808_ten_questns.htm

Happy, Dappy, Flappy Jacks

This is a great way to start the morning of your kid's winter break! Making breakfast together is a wonderful way to spend quality time with your kids!
Happy cooking,
Nadine

A Cooking with Kids Original Recipe

Prep time: 10 minutes
Cook time: 25 minutes
Yield: 4 to 6 servings


Pancakes (also called flapjacks) make a happy meal anytime of day—you can even prepare the batter the night before. Fresh fruit and cornmeal add a crispy texture, enhanced by the flavor of real maple syrup. For savory lunch, brunch, or dinner pancakes, see the variations listed after the recipe.

Do this first:

Squeeze 2 tablespoons lemon juice.
Melt 2 tablespoons butter in a saucepan, or microwave covered on low heat, checking every 30 seconds until melted. Be careful not too microwave too long or the butter will overheat and splatter.
Ingredients and steps

2 small pears or 1 large Granny Smith apple
2 tablespoons lemon juice
2 eggs
1-1/2 cups nonfat, lowfat, or regular milk
1 cup all-purpose flour
1 cup cornmeal
2 teaspoons baking powder
1 teaspoon salt
1 tablespoon sugar (optional)
2 tablespoons melted butter
Maple syrup to taste


Core and cut the pears or apple into 1/2-inch dice. Place the fruit in a small bowl and toss with lemon juice to prevent the cut pieces from turning brown.
In a medium mixing bowl, beat the eggs and milk together with the fork just until blended.
In a small mixing bowl, mix together the flour, cornmeal, baking powder, salt, and sugar (if using).
Using a rubber spatula, stir the dry ingredients into the bowl of wet ingredients until just moistened. Stir in the melted butter and one cup of the chopped fruit until all ingredients are evenly moist (small lumps are okay). Don't beat the batter—that makes pancakes tough. (For thinner pancakes, add a spoonful or two more milk.)
At this point, you can cover and refrigerate the mixture and the reserved fruit, if desired.
When you're ready to make the pancakes, lightly coat the cooking surface with nonstick spray. Heat the griddle or skillet over medium heat until a few drops of water sizzle and dance across the surface. Use a ladle or measuring cup to pour 1/2 cup (to make small pancakes) to 1 cup (for a large pancake) of the batter onto the griddle.
Cook pancakes until small bubbles open up all over the surface and the bottom of the pancake is brown, about 2 to 3 minutes. If the first pancake is too brown, lower the heat. Use a heatproof spatula to flip the pancake. If the pancake starts to break as you pick it up, it's not thoroughly cooked; cook it a few more seconds.
Cook pancakes until golden brown on the other side, about 30 seconds. Remove pancakes to a plate and invert a colander over them to keep warm. Repeat with remaining batter until all pancakes are made.
Serve the pancakes sprinkled with the reserved chopped fruit and maple syrup.


Vary It! For a different type of meal, make savory pancakes by adding herbs, ham, broccoli, spinach, or mushrooms and topping with sour cream, cheese, ricotta, salsa, or a light sauce. The French take thin pancakes (called crepes, pronounced KREHPS, and fill them with sausages for a breakfast dish or fruit and jam for dessert. To make thinner pancakes similar to crepes, simply add more milk to the recipe.


The first pancake usually ends up as a sacrifice—it may be over or undercooked until you've adjusted the heat properly. It likely tastes fine, but may not be picture-perfect. Serve it underneath another pancake, or eat it as a snack as you go.


Make the pancake batter the night before and then cover and refrigerate for use the next morning. Save additional time by cooking pancakes in two skillets simultaneously.


All ages can help, from young ones measuring and stirring to older ones cooking and turning the flapjacks.



Recipe © 1999 by Kate Heyhoe

via:http://www.cookingwithkids.com/recipes/flapjacks.html

Welcome to 2009

Here it is..the new year! Over the last couple of days I kept thinking how fast time flies by you, once you have children! Where did 2008 go? Unbelievable.
Let us keep in mind how little precious time we have with our children. It is so important to make as much of it as we can and to treasure the moment we have together with our kids!

Just a quick thought for the new year!

God bless your new year,

Nadine

Kitchen Critters - A fun paper craft for kids!

This is cute! This will keep bored minds busy for a while and I love that kids can use their creativity in this craft!
Have fun with the Critters,
Nadine


I love it when a good old-fashioned project from my elementary school days can withstand the test of time ~~ a REALLY, REALLY long time!
By Kit Bennett
AmazingMoms.com Founder



You'll Need:
Kitchen utensils; spatulas, wooden spoons, cheese grater etc.
Large sheets of cardstock or construction paper.
Pencil
Scissors
Glue stick or glue dots
An assortment of craft ?stuff? ; paper scraps, buttons, feathers,
pom-poms, ribbon etc.
If you don?t have craft supplies it?s okay?
markers, paper and glue will do just fine!



How to Make It
Using a pencil, trace the utensil shape onto the paper. Using a marker will likely leave an outline on the edges of your utensil. Cut the shape and provide your children with the supplies. Their imaginations will do the rest; add eyes, ears, hair or clothes to make animals, aliens, super heroes ?whatever inspires them!
Variation ? Transform your characters into puppets by using stiff cardboard, or attach a paint stirrer to the handles.

via: http://www.amazingmoms.com/htm/art_craft_kitchen_utensil_puppets.htm