Jaime L. Hebert's Blog

Posted by Jaime L. Hebert

What comes to mind when you think of play as a kid? Here are some examples from an informal poll I took:

• Playing with dolls
• Playing games like "Mother May I?" or "Red Light, Green Light."
• Building a fort or tree house
• Playing tag, kick ball, or other physical games
• Playing with action figures
• Playing in the dirt or in the sand box

Chances are, you either agree with an item on the list, or immediately thought of a new item to add. Many adults look back on their play experiences as a child fondly, and wish for their own children to have similar experiences.

But are today's children having those experiences. Observe any child today, and you might assume that play today includes watching television, playing computer or electronic games, talking on the phone, chatting online with friends or taking part in an organized activity. Are these the experiences today's children will recall fondly when they are thirty or fifty? Do you know a child who doesn't know how to play hopscotch or jump rope, skip, or blow bubbles with bubble gum? Sadly, I do. One five year old child couldn't skip when asked to and angrily said he didn't know how because he hadn't been taught.

Do we need to teach our children to play? Of course we do! How else will they learn? They don't just learn to play games or use their imaginations from nothing. They need guidance. They need somebody to encourage them to play, and to teach them games or provide them opportunities. Then they, in turn, can encourage their friends and we will see more and more children "just playing." Just because times are changing, it doesn't mean play is losing importance. In fact, it may be more important than ever. Future employers want workers with creative energy and the ability to work well with others. It starts in childhood. It starts with play.

Posted by Jaime L. Hebert

Nothing is better on a cold winter's evening than settling in with a warm fuzzy blanket and a good holiday book. Whether your children enjoy the old classics, or prefer a new or updated story, there is a book for everyone! Many tell stories of holidays around the world and eloquently state the true meaning of the season, and some are just fun!

Hershel and the Hanukkah Goblins by Eric Kimmel

This is the story of how clever Hershel of Ostropol rids a town of their pesky goblin problem. Townspeople were afraid to celebrate Hanukkah, because the goblins came and ruined their celebrations every year. Hershel uses his wits to rid the synagogue of the goblin infestation, and readers learn about the Hanukkah traditions, like the dreidel, in a fun way.

A Christmas Carol by Charles Dickens

It's a classic for a reason! The original story of Ebeneezer Scrooge is just as engaging today as when it was written. In order for a lonely, crabby old man to experience the true meaning of Christmas, he must face up to the demons of his past (and present, and future!). And when he does, every reader will see that a little Christmas spirit goes a long way, especially for the poor Cratchit family and the unexpected gift that comes to them from the least likely person.

How the Grinch Stole Christmas by Dr. Seuss

Forget the so-so movie with Jim Carrey. This is the original Grinch, and the simple rhymes and illustrations make it a highly anticipated yearly read. From the Grinch's dog, Max, to little Cindy Lou Who (who in this version is no more than two!), children of all ages will see the true meaning of the season shine through when the Grinch's small heart grows three sizes and he is graciously invited to spend the holiday at the Who's' table.

Seven Spools of Thread by Angela Shelf Medaris

In this Kwanzaa story, seven brothers are given the task of making gold out of seven spools of thread. An impossible task, you say? Not when the brothers work together using the seven principles of Kwanzaa. This book is colorful and engaging and will help young readers learn about the newer holiday of Kwanzaa.

The Best Christmas Pageant Ever by Barbara Robinson

This is a funny book for older readers about the year the most awful kids in town manage to worm their way into the plum roles in the town's Christmas pageant. The Herdmans (all six of them) are bound to ruin the pageant, aren't they? After all, they have a reputation for bad behavior. But maybe the Herdmans will surprise everyone and show that even "bad" kids can do good things. A fun story for reading aloud to kids, ore for older kids to read themselves.

Posted by Jaime L. Hebert

I am the first to admit that I hate planning for a substitute. Not that I didn't do a good job, because all of my subs left me positive notes about how my instructions were clear and they had plenty to do. That's because I spent and entire day writing the sub plans, hoping that I covered every minute detail that needed attention. My sub plans were often ten pages long! In short, having a day off was more exhausting and required more planning than just showing up at school myself to teach. So it was very tempting to work through every cold, virus, flu or other condition I experienced. Then I learned my lesson, and decided that taking time to heal myself was more important than I thought. Here's what happened.

It was the last day of school before Christmas break, and I felt terrible. Fever, chills, sore throat, exhaustion and just a general sense that my body was retaliating against me. But there were so many special events planned for that day that I didn't feel comfortable leaving the day up to a sub. So I went, with the mantra "just make it through today" repeating in my head. I did make it, and at the end of the day went straight home and collapsed on the couch. I don't even remember driving home...which is scary! The next day, I woke up feeling a little better after a night of feverish sleep. I went off to Walmart to finish my holiday shopping, since Christmas was days away. To make a long story short: I remember everything up until I reached the checkout. I blacked out then, although I somehow managed to load my items on the belt and pay the cashier. Then I pushed my cart towards the exit and collapsed on the rug. I woke up in the ambulance as it rushed me to the hospital. I was diagnosed with strep throat and ordered to take it easy. I spent the next several days doing what I should have done to begin with: taking care of myself.

Whether you are a teacher, school staff member, parent or an adult that works with children in another capacity, don't forget the importance of keeping yourself healthy. If you're sick, rest. Go to the doctor, drink lots of fluids, sleep more, do whatever is required of you so that you can return to your kids in tip-top shape. They rely on you, yes, but on a healthy you, not a sick you. Plus, it's important for kids to see adults taking care of themselves and practising what they preach. If you expect your children to take it easy when they are sick, expect yourself to as well!

Posted by Jaime L. Hebert

Every teacher or adult who interacts frequently with children knows at least one child who was (or is) needy, difficult, frustrated, angry, misunderstood or defiant. In fact, some kids may have all those traits! These are the kids that test your patience every day, thrive on negative attention, push your buttons and make you question your chosen profession or your desire to be around children. Yet, despite the difficult nature of these relationships, oftentimes you may be the only consistent adult figure in this child's life. Here is where you have the chance to make a difference. Do you let the child continue to exasperate you and allow your frustration show up as resentment or even dislike? Or are you able to seperate the behavior from the child and allow him or her the opportunity to start each day with a clean slate?

Let me state right away that this is not the easy route by far. It can be exhausting and frustrating to remain calm and friendly to a child who calls you names, disobeys your orders, flaunts the rules and acts aggressively. This is not to say you need to be a softy, only that when a situation has occured and punishment has been completed, you are able to treat the child in a positive manner again. Even more so than other children, these children need to know that even though they behave badly, they are still worthwhile in your eyes. More likely than not, you are one of the few adults in their lives who make them believe they are worthwhile. And that can make the difference between a child who improves every day with tiny, baby steps or a child who continues to fight "the system" with every weapon they possess.

In my experience working with primary school children, I have come across several children who needed me more than I could ever have guessed. The first was a second grade boy my first year of teaching. He moved from another district and hated his new school, the kids there, me, the town, etc. He also continually tested me to see if I had a breaking point--a scary experience for a first year teacher. The fateful day came when he threatened to blow up the school and then say he didn't do it. He told me people would believe him and not me because he was "just a kid." Instead of backing down, I made a big deal of this statement and took it very seriously. I called his mother (who was apalled at him), sent him to the principal and had a talk about respect with him. From that day forward, he and I got along fine. He still pushed my buttons, and I was still frustrated by his attitude. But he respected me and I kept telling myself, "It's the behavior, not him." And by the end of the school year, he liked his school. All it took was him seeing that I wasn't going to let him walk over me, but I wasn't going to act hostile or angry at him because his behavior was bad, either.

The funny thing was, when he moved to third grade, he was the one student who always gave me a cheerful "hello" whenever he saw me!

Posted by Jaime L. Hebert

Children of all ages are fascinated by money. They learn quickly that handing over coins or paper bills will get them food, drink or toys. But children don't know how to use and think about money responsibly unless parents and teachers help them. It can be confusing for children to understand how money works, especially in today's "buy now, pay later" consumer world. How do we raise a generation of children who understand and appreciate money? It isn't easy, but it can be done!

The opportunities for learning about money are all around us. Very young children can play with toy money and pretend to use it at a play grocery store or other pretend store. Early elementary school children do not need to become familiar with the concept of credit yet. They are concrete thinkers and need to learn money basics, including:

• What coins and bills look like.
• What a bank is and how people use banks.
• How to save money for the future.
• How to count money.
• How to determine if they have enough money to buy a particular item.
• How to earn money, through chores or jobs. (Although children should always have certain chores or jobs that they do because it's expected, not because they will earn money for them.)

Once children are older, they can start to learn about more complex money ideas, like credit. As with all other areas, the more knowledge children are armed with, the better able they will be to make decisions. Older elementary children will start to understand that people buy things that cost a lot of money and pay for them a little bit at a time, and that this is called buying on credit. It is important for these children to understand that this doesn't mean people get things for "free," and that not paying means people will lose the things they bought.

Money is an important concept for children to learn, and it can be confusing in today's world. The best way to help children learn about money is to help them use, save and interact with money, and to help them understand that money is a tool that needs to be used responsibly.

Posted by Jaime L. Hebert

The old Food Guide Pyramid contained useful, nutritionally sound information. But it was confusing and nobody used it correctly. The new version, MyPyramid, was introduced in 2005. It is based on the latest science and the best research. But the promotion budget was inadequate, and a lot of the information is located on the website. Teachers in the United States use it to teach their nutrition units. How can they use it effectively? And how can parents use it to teach good nutrition to their children?

The truth is, the advice given by the USDA for kids (and adults) is useful and sound. Go at your own pace. Eat lots of fruits and vegetables. Exercise. Eat a variety of foods. Why is it so hard to follow? Part is because we're surrounded by bad choices. Diet pills. Quick fixes that don't work. Junk food. Media full of skinny or muscular people who are airbrushed, Photoshopped and employ a dietician, chef and personal trainer.

In competing with all of these issues, the advice given by MyPyramid is simple, yes, but hard! It is hard for children to say no to candy and junk food. It is hard to exercise every day. It is hard to limit yourself to a suitable portion of food. And it is hard to see images of people everyday who look skinny and healthy, and not know that in reality that they are computerized and eating disordered.

As adults, we have our own issues with food and body image. But we are the ones who need to teach children about proper nutrition and exercise, and MyPyramid can help. Using MyPyramid, kids can see what kinds of food they should eat and how much of each kind of food. At its best, it offers kids a chance to talk about all of these issues with adults, and we can provide them with the opportunity to make good choices. And the more good choices the kids learn are available, the more they are likely to make.

Posted by Jaime L. Hebert

When I taught second grade, I did some classroom cooking. We made "bread bugs" during our insect unit, Christmas snack mix, and pumpkin seeds. But I didn't see the value of cooking with my students until after I left my teaching position to work at the Maine Nutrition Network. Sure, as a teacher, I worried about my students and their Lunchables snacks and sodas. But I wasn't equipped to deal with those issues then, as I was focusing on the bigger issues as mandated by my curriculum: reading, math, and writing. What I learned at my job at the Nutrition Network made me want to go back and do my two years of teaching over again, because I was so much better equipped to see that food, activity and learning are closely linked.

My students loved cooking projects. There is something endlessly fascinating about mixing all those ingredients together to produce something that tastes and looks good. Children are also fascinated with food itself. Any parent knows that if their child has been taught to read food labels, a trip to the grocery store can be enlightening and frustrating all at the same time. ("But, Dad, this one has too much sodium!" "Mom, this package says there are 26 grams of sugar in one serving!")

Children don't start out with the food issues we adults live with on a daily basis. Food, for them, is just another way to explore the world. It's when they are exposed to the eating habits and thoughts of other people (parents, friends, teachers, the media) that they begin to view food in a different light. The good news is, it doesn't have to be that way. Babies know when they are full and will stop eating. It is often the adults who say "But you've hardly eaten! here, have more milk/cereal/etc."

As adults, we need to put a little of that food control back in our children's hands. It's scary to do, but the outcome is often surprising. (Unless of course the child has a medical or mental condition that needs extra attention.) Most children are willing to cook if taught how, will try new foods if not pressured and allowed choices, and will eat the right amount for their bodies if they know there are regular meal and snacktimes.

One of the best first steps is to involve children in all aspects: shopping, preparing food, cooking and eating. In the classroom or at home, it can make a big cifference in how children deal with food. For some ideas, see Fun Fall Cooking Ideas for Kids

Posted by Jaime L. Hebert

Writing two pieces on imagination was an eye opening experience for me. Not because I was so excited by what I wrote, but because it made me think about my own imagination. I am a writer and so people expect me to have a great imagination. I also draw and paint, so that must mean I have twice the imagination, right? Well, I'm not so sure!

Do we lose our ability to imagine as we get older? Obviously, as adults we don't dress in a cape and spend hours pretending to be a member of the Incredibles. That would only lead to a reputation as a crazy person. But for a child, that kind of wild, over-the-top experience is normal...even envied. Kids are allowed to break all the social and societal rules and norms that as adults we strictly adhere to. We learn as we grow older to not loudly comment on other people, ask strangers if they know where the BFG lives or wear a tutu with jeans.

Sure, I'm not advocating any of those activities. But its the spirit of those activities that got me thinking. Children are given the freedom to act on their impulses and to dream as big as they can. It seems like it would benefit us as adults to inject a little more of that attitude into our lives. The best way I've found to recapture some of my lost imaginative tendencies is to hang around with a child. Try it someday soon and see if focusing your whole attention on the here-and-now with a particular child doesn't widen your horizons and make you feel like being a superhero today.

Posted by Jaime L. Hebert

There's no doubt that school can be a tough place for a child. Students are expected to follow the rules, do their work, respect the school staff and treat their classmates with care. It's no wonder that children sometimes stray from these expectations a little--or a lot. For one thing, younger primary school children are still caught between a "me-centered" view and the more difficult task of empathizing with others. Also, children who are struggling with some aspect of school: learning, socializing or following rules, often don't have all the tools necessary to deal with problems in the correct way.

So when your child or a child in your classroom runs into a problem, who should deal with the problem? The child, the teacher, the school or the parents? If you said "everyone," you're right. Often, helping a child overcome issues at school requires collaboration from many people. The good news is that taking this approach often results in a happier child. The bad news is that is takes a lot of work and effort for it to be successful.

Parents must be willing and able to work with their child at home and enforce agreements, whether it means checking homework, keeping an open dialogue with the teacher or taking away rewards. Teachers must be willing to add or change things to the classroom in order to accomodate a plan for helping the child. This could mean diligent notetaking of the child's progress, or allowing the child to meet with another school staffer or work on a special project.

The school must also be willing to accomodate the needs of a child who is having problems in school. For serious problems, such as diagnosing learning abilities or dealing with inappropriate or aggressive behavior, it may mean setting up meetings, working with specialists, or constant monitoring.

As with anything else in life, the best approach to solving a problem at school is the one that works best for that particular child. And often that approach will involve a number of adults at school and at home who care about helping the child succeed.

Posted by Jaime L. Hebert

Schools, teachers, and parents have many different ideas when they hear about students needing to be more active or that kids need to exercise more. These ideas include:

• There's no time
• My children/students don't like to exercise
• We need to focus on academics
• Kids get enough activity at recess/PE class/after school

Many of these statements have a basis of truth. However, physical activity for children is far more important than many people realize. And children are getting far less physical activity than is recommended or necessary. Children do not get enough time to be active during PE class (once a week?) or during recess.

And the vision we have of children playing outside, riding bikes, or playing physical games after school often doesn't apply anymore. For one thing, parents in many areas don't want their children playing outside without close supervision. Since the parents are often working, that supervision can be hard to come by.

The more likely scenario today is for kids to be inside, watching television, playing video games, working on the computer, etc. Yes, they are safe...but they are also sedentary. The sad truth is that we are setting them up for a lifetime of health issues if we take away all of their physical activity opportunities.

So what role do schools and teachers play? A big one! Children spend most of their day at school. Plus, there are a number of studies that show combining learning and activity benefits children. Yes, it does take some extra effort to plan lessons that integrate physical activity. It also takes a more concerted effort to make physcial activity a priority for the whole school. Thousands of schools are now doing just that, and the benefits for everyone involved are enormous.

The biggest obstacle, unfortunately, is often not the kids. It is us, the adults. We think children won't exercise, we think it will be too hard, we think other things should take priority, or we think trying to manage a classroom full of active kids will just be a giant headache. However, our students often welcome the chance to do things differently, and will also thank us for allowing them to release their energy in a safe, fun way.

Let's set aside our own notions and instead see physical activity in a new light. What else can bring families and children together, give an entire school a common goal, improve health, improve learning retention and mood, and be just plain fun? The benefits you'll see in your students will be proof enough that physical activity is as important as academics.

Posted by Jaime L. Hebert

Exercise is often seen as a negative word. People hear it and immediately conjure up a sweaty person laboring on a stairmaster, or jogging red-faced along the road. We think of exercise as work, and unpleasant work at that. But it doesn't have to be. And if we want to help break the cycle in our country of raising media savvy children who engage in very little activity, we need to start changing the way we view exercise. The truth is, children pick up on our attitudes and priorities. And if we don't make exercise a priority, they won't either.

I'm not saying it's easy. Far from it. In fact, I have firsthand experience with how hard it is to change people's views on exercise and eating healthy, both personally and professionally. Because, face it, both topics are intensely personal. They relate directly to how we view ourselves and feel about ourselves and our bodies. What could be more personal than that? In my former life (before I had my daughter) I worked an office job. I actually loved this job, though. I worked for a non-profit organization that promoted nutrition education and physical activity to Maine schools. We offered information, free materials and cash to teachers who did nutrition education. And yet, we often met with major resistance from schools, teachers, principals, and parents. "We don't have time for that," was a popular excuse. Or, "We need to focus on the 'important' stuff that the students will be tested on." Like children's health wasn't important?

So, if it was hard to change educator's minds (when we were offering free stuff and cash!), how hard must it be to convince parents? Parents who are busy, overwhelmed, overworked and have their own food/exercise issues to deal with. I hope the first thought won't be "But this is so hard!" (Because it is.) All change can begin slowly, with baby steps. And it's just as important as helping with math homework, going to the doctor, or discipline. It can mean the difference between a healthy, happy child who will become an active adult who doesn't have to worry as much about cholesterol, weight, blood pressure, or diabetes.

So check out the article about active kids at home, and try some of the suggestions. You don't have to overhaul your family's life. Just make one small change. And keep an eye out for Part two in this series, about active kids at school. Happy exercising!

Posted by Jaime L. Hebert

Wouldn't it be nice if us adults got handed a clean slate each September? We could start over and do some things better, forget about embarrasing or upsetting incidents from the past year, and meet new people. Unfortunately, most of us don't get to do that. However, we can help students going back to school start their year off well by thinking beyond backpacks and $50 jeans. The basics for a good school year often involve communication and people before pens and paper.

When I was a teacher, the first weeks of school weren't spent learning very much. Oh, don't get me wrong, we were learning, but it wasn't about math, science or reading as much as it was about each other. We learned rules, expected behavior, names, likes, dislikes, expectations, school schedules, new faces, and much more. Essentially, we were building a solid foundation for the rest of the school year, because without that important learning and bonding in the first weeks of school, teaching and learning would be a lot more difficult.

Parents are a part of this process, too. It is so important for teachers to have as much information about students as possible. Whether it's the special snack that must be given at 10am for a diabetic student, or that Jordan's behavior could be a result of his Dad's new job, information is key. Take some time to think about what important information your child's school or teacher should know about. It could help fill up your child's new "clean slate" with the best school year yet!

Posted by Jaime L. Hebert

Despite the fact that our world relies heavily on technology, that doesn't mean today's children are losing the ability to use their imaginations. I think it means they are forced to be creative in new and different ways. Some of the greatest theories, inventions and ideas came about because one person dared to imagine.

Here are five ways imagination has changed our world:

1. Dr. Suess, who was obviously an imaginative child and adult, created vivid characters, catchy rhymes, and inspired generations of children to do one important thing: read! The Cat in the Hat was written specifically for the purpose of encouraging kids to read...and Dr. Seuss was only allowed to use 225 different words to write the book. Not only did he use his own imagination, he inspired children now and far into the future to imagine that Star-bellied Sneeches are no different than regular Sneeches, and that a person's a person, no matter how small.
2. Albert Einstein's light theory had humble beginnings. At age 16, Albert started work on this theory by imagining what it would be like to ride alongside a ray of light.
3. Once people began to understand our moon, they imagined what it would be like to visit the moon. John F. Kennedy's moon speech made the idea of space flight not only possible, but do-able. Pretty soon, what was once only a dream became reality.
4. Louis Braille imagined that being blind didn't mean people couldn't enjoy reading. He was 12 when he invented Braille in 1821 and 20 when he published his first Braille book. His dream of the blind being able to read brought about amazing things for people with many different abilities and disabilities.
5. Lewis Howard Latimer was an African American inventor who, despite spending his childhood "underground" so his father could avoid re-enslavement, became an important inventor as an adult. His imagination led to the invention of the telephone and Thomas Edison's lightbulb. How? He helped Alexander Graham Bell draft his patent application, and he invented the filaments that would help bring about electric lighting.

I hope you found these examples of imagination at work to be as interesting as I did! And I also hope that you can be the spark that helps light one child's imagination.

Posted by Jaime L. Hebert

Hello, everyone! Thank you for stopping by the Primary School topic area. Or, as I like to call it, Primary School Confidential: What parents and teachers are talking about. Sounds intriguing, doesn't it? I hope you will feel that way. Teachers, I was a teacher and I hope to bring you information on ways to connect with families and build a happy, healthy classroom. Parents, I am now a parent, so I feel confident that I can help you deal with topics that arise both at home and at school with your primary schooler.

Go ahead and check out the first article, which is all about getting a reluctant reader on the road to loving books! Upcoming articles will include back-to-school, helping children who receive negative classroom reports and the importance of imagination.

I plan on covering a wide variety of topics that relate to children in grades K-6. But I also want to talk about things that matter to you! So please feel free to suggest topics, dilemmas, or information you would like to see covered. Some areas I had in mind include:

• helping children grow up in an information age (computers, cell phones, t.v., Internet, video games);
• ways to encourage kids to get involved in and love learning;
• recipes and information about nutrition for kids;
• physical activity ideas;
• and information about social and emotional development.

That's all for now, and I hope you check back often for news, ideas and information!