Dr. Wendy Ghiora – September 24 – Posting #97
Parents have the privilege of sharing the richness this world has to offer with their children. This gives you the opportunity to be a great teacher for your child. Make talking with your child about life's everyday experiences a part of your normal routine. This will help each of you understand the others' viewpoints, values, dreams, and interests. Remember not only to talk, but also listen to your children.
Some parents consider activities such as going to museums, the zoo, or shows make up for lost time with their children. Actually, there is plenty of educational value in everyday activities, such as going to the post office, going to the bank, going grocery shopping, or doing a project at home. Parents just need to plan ahead a little to help their child discover the world.
Here are some ideas for activities to enjoy with your child:
•Watch news and documentaries on TV. (Discuss questions or interests aroused in your child)
•Rent or buy educational videos. (Encourage newly developed curiosity sparked by these videos)
•Visit natural history museums, science museums, art museums, children's museums, zoos, botanical gardens, and historical sites. (See what interests your child, and point out things that interest you)
•Experience national or state parks and forests. Sign up for a tour.
•Read articles in the newspaper, news, and magazines together.
•Go to the public library.
•Make vacations learning experiences.
•Plan "theme" parties that involve some research. For example, an American Revolution costume party, a play, or a display of inventions of the time.
The important thing for parents to remember is that they are the most important teachers in their child's life. Children are born eager learners, but parents need to help them channel that learning. Talking with children before, during, and after any activity helps them learn the steps involved in learning.
This conversation also will improve your communication and in turn, your relationship with your child. The more you talk with each other, the more rewarding your conversations will be, and the better you will get to know your child. Your child will reap the rewards of having a great teacher in you.
Saturday, September 24, 2011
Saturday, August 20, 2011
OH MY, IT'S THE FIRST DAY OF SCHOOL!
Dr. Wendy Ghiora – Posting #96 – August 20, 2011
Just how important is the first day of school anyway? It’s actually VERY important. It sets the tone for the entire year. It's been said, "You never get a second chance to make a first impression." It's another start of the school year and that means another opportunity to improve your teaching. What are your plans for the first day and the first week? If you're an experienced teacher, you probably try to establish the "class culture" each year. If that' s not started on the first day and established within the first week, it probably won’t be.
As a teacher, what are some of the most important things you should do at the very beginning of the school year? Below are some principles for creating your own class culture.
Make it Fresh
One thing every teacher should consider is trying something new; something you’ve never done before on the first day of school. That's the beauty of teaching; we get to start all over again each year. If you are an effective teacher you will undoubtedly start with a plan, a better and more reflective plan than the previous year. That change can begin the first day. Do something new that reflects the new plan. For example, change the way the seats are arranged, teach from the back and front of the class.
The ineffective teacher does the same thing year after year, which is why Einstein said,
"Insanity is doing the same thing over and over again, yet expecting different results."
Get Students' Buy-In Through Icebreakers
Although ice breakers can seem frivolous, they can be an important first step to getting student buy-in. Unless a student is emotionally connected to school, they will lack motivation to learn. Many teachers consider ice breakers as essential to building the comfort necessary when creating a “team” of learners. For example, have a game where everyone memorizes everyone else’s name and something about them.
Create Class Rules
Create classroom rules using student input. Ideally you should keep classroom rules down to a manageable limit of 3-6 rules. Include a tardy policy and a behavior contract. Elicit student agreement on the order of importance of each rule.
Use Warmups
Begin the routine of using meaningful daily warm-ups. The key word here is “meaningful.” Students are experts at identifying “busy work,” which is not what they should be doing. They should do work that will include real practice toward achieving important learning goals they have set for themselves. For example, if the day before you taught about US presidents, create a slideshow that has presidents pictures and something about each and then let students jot down which president they are.
Have a Positive Teacher Communication/Attitude
Most students are also wondering:
“Will the teacher treat me as a human being?” Everyone wants to be treated with respect, dignity, and love, whether that person is a teacher, administrator, or student. You will have about seven seconds to create that perception beginning with:
how you treat yourself with respect, dignity, and love,
how you greet your students at the door,
how you dress,
what signs are posted in your classroom,
the message on the chalkboard,
the obviousness that you are organized and ready,
that you are in control of the learning environment for the classroom, and
that you really care about each child’s success in your classroom
An ineffective teacher may be more concerned with doing "their thing" or “can't wait to start with a fun activity” so that he or she can be the student's friend or pal. The students are not looking for fun. They are looking for security, consistency, respect, dignity, and care and you can convey that message on the first day of school by conveying how well you are organized. Your effective management skills will demonstrate to the students if your class will be exciting or boring, and if you will light or extinguish their candle.
Get to Know Your Students
An important thing to accomplish during the first week of school is getting to know one personal thing about each of your students. You should learn all of their names in the first week and try to remember one personal interest, hobby or strength that helps to define them. You are going to be a mentor and guiding force in the months to come and your influence will be considerably stronger if you can relate to a personal aspect of each child in your class.
Elicit High Expectations
An effective teacher must have high expectations. Strive to raise the bar for your students. If you expect less effort you will receive less effort. You should work on an attitude that says you know students can achieve to your level of expectations. This will automatically give them a sense of confidence too. This is not to say that you should create unrealistic expectations. However, your expectations will be one of the key factors in helping students learn and achieve.
When you clearly explain and train your students in your expectations, they will know what to do and when to do it. This creates a well-disciplined class which in turn supports student learning. Challenging your students every day is a powerful tool which will motivate them to strive to do their very best and beyond. Although it takes a bit of work and time on your part at the beginning of the year, it is so well worth it!
Conclusion
Which of these is most important? For building a classroom culture, all of them are. Create your teaching plan for the first week and make sure to include all of these principles. If you do, you'll be on your way to creating a class culture that will result in excellent class management and student learning. Go for it!
Just how important is the first day of school anyway? It’s actually VERY important. It sets the tone for the entire year. It's been said, "You never get a second chance to make a first impression." It's another start of the school year and that means another opportunity to improve your teaching. What are your plans for the first day and the first week? If you're an experienced teacher, you probably try to establish the "class culture" each year. If that' s not started on the first day and established within the first week, it probably won’t be.
As a teacher, what are some of the most important things you should do at the very beginning of the school year? Below are some principles for creating your own class culture.
Make it Fresh
One thing every teacher should consider is trying something new; something you’ve never done before on the first day of school. That's the beauty of teaching; we get to start all over again each year. If you are an effective teacher you will undoubtedly start with a plan, a better and more reflective plan than the previous year. That change can begin the first day. Do something new that reflects the new plan. For example, change the way the seats are arranged, teach from the back and front of the class.
The ineffective teacher does the same thing year after year, which is why Einstein said,
"Insanity is doing the same thing over and over again, yet expecting different results."
Get Students' Buy-In Through Icebreakers
Although ice breakers can seem frivolous, they can be an important first step to getting student buy-in. Unless a student is emotionally connected to school, they will lack motivation to learn. Many teachers consider ice breakers as essential to building the comfort necessary when creating a “team” of learners. For example, have a game where everyone memorizes everyone else’s name and something about them.
Create Class Rules
Create classroom rules using student input. Ideally you should keep classroom rules down to a manageable limit of 3-6 rules. Include a tardy policy and a behavior contract. Elicit student agreement on the order of importance of each rule.
Use Warmups
Begin the routine of using meaningful daily warm-ups. The key word here is “meaningful.” Students are experts at identifying “busy work,” which is not what they should be doing. They should do work that will include real practice toward achieving important learning goals they have set for themselves. For example, if the day before you taught about US presidents, create a slideshow that has presidents pictures and something about each and then let students jot down which president they are.
Have a Positive Teacher Communication/Attitude
Most students are also wondering:
“Will the teacher treat me as a human being?” Everyone wants to be treated with respect, dignity, and love, whether that person is a teacher, administrator, or student. You will have about seven seconds to create that perception beginning with:
how you treat yourself with respect, dignity, and love,
how you greet your students at the door,
how you dress,
what signs are posted in your classroom,
the message on the chalkboard,
the obviousness that you are organized and ready,
that you are in control of the learning environment for the classroom, and
that you really care about each child’s success in your classroom
An ineffective teacher may be more concerned with doing "their thing" or “can't wait to start with a fun activity” so that he or she can be the student's friend or pal. The students are not looking for fun. They are looking for security, consistency, respect, dignity, and care and you can convey that message on the first day of school by conveying how well you are organized. Your effective management skills will demonstrate to the students if your class will be exciting or boring, and if you will light or extinguish their candle.
Get to Know Your Students
An important thing to accomplish during the first week of school is getting to know one personal thing about each of your students. You should learn all of their names in the first week and try to remember one personal interest, hobby or strength that helps to define them. You are going to be a mentor and guiding force in the months to come and your influence will be considerably stronger if you can relate to a personal aspect of each child in your class.
Elicit High Expectations
An effective teacher must have high expectations. Strive to raise the bar for your students. If you expect less effort you will receive less effort. You should work on an attitude that says you know students can achieve to your level of expectations. This will automatically give them a sense of confidence too. This is not to say that you should create unrealistic expectations. However, your expectations will be one of the key factors in helping students learn and achieve.
When you clearly explain and train your students in your expectations, they will know what to do and when to do it. This creates a well-disciplined class which in turn supports student learning. Challenging your students every day is a powerful tool which will motivate them to strive to do their very best and beyond. Although it takes a bit of work and time on your part at the beginning of the year, it is so well worth it!
Conclusion
Which of these is most important? For building a classroom culture, all of them are. Create your teaching plan for the first week and make sure to include all of these principles. If you do, you'll be on your way to creating a class culture that will result in excellent class management and student learning. Go for it!
Saturday, August 13, 2011
NEVER GIVE UP
Dr. Wendy Ghiora
Posting #95 - August 13, 2011
As I teacher, “Never give up,” was my mantra. Time after time, the most unlikely students would wind up finding the genius within and become my “brightest star.” As a teacher, leader, mentor, boss, whatever, you can help others find their own” hidden genius.” I believe there is a way to find that special something in every student; and when you do, all I can say is “WOW!”
See if you can guess who each one of these supposed ne'er-do-well’s is: (answers at the bottom)
1.This person’s teachers said he was "too stupid to learn anything." He was fired from his first two jobs for being "non-productive." As an inventor, he made 1,000 unsuccessful attempts at his invention until he finally succeeded.
2.This person failed and went broke five times before he succeeded.
3.This person failed sixth grade and was subsequently defeated in every election for public office until the age of 62. He later wrote, "Never give in, never give in, never, never, never, never - in nothing, great or small, large or petty - never give in except to convictions of honor and good sense. Never, Never, Never, Never give up." (his capitals, mind you)
4.This person did not speak until he was 4-years-old and did not read until he was 7. His parents thought he was "sub-normal," and one of his teachers described him as "mentally slow, unsociable, and adrift forever in foolish dreams." He was expelled from school .
One interesting anecdote, told by Otto Neugebauer, a historian of science, goes like this:
As he was a late talker, his parents were worried. At last, at the supper table one night, he broke his silence to say, "The soup is too hot."
Greatly relieved, his parents asked why he had never said a word before.
He replied, "Because up to now everything was in order."
5.This person was cut from his high school basketball team. He once observed, "I've failed over and over again in my life. That is why I succeed."
6.After his first audition, this person was told by the casting director, "Why don't you stop wasting people's time and go out and become a dishwasher or something?" It was at that moment, that he decided to devote his life to acting.
7.This person flunked out of college. He was described as both "unable and unwilling to learn." No doubt a slow developer.
8.was fired by a newspaper editor because "he lacked imagination and had no good ideas." He went bankrupt several times. The “bright idea” he proposed was rejected by the local city on the grounds that it would only attract riffraff.
1.Thomas Edison
2.Henry Ford
3.Winston Churchill
4.Albert Einstein
5.Michael Jordan
6.Sidney Portier
7. Leo Tolstoy
8. Walt Disney
Next time you are just about to give up on someone, I hope you will think about these examples. The “I CAN,” is there in everyone. Just find it.
Posting #95 - August 13, 2011
As I teacher, “Never give up,” was my mantra. Time after time, the most unlikely students would wind up finding the genius within and become my “brightest star.” As a teacher, leader, mentor, boss, whatever, you can help others find their own” hidden genius.” I believe there is a way to find that special something in every student; and when you do, all I can say is “WOW!”
See if you can guess who each one of these supposed ne'er-do-well’s is: (answers at the bottom)
1.This person’s teachers said he was "too stupid to learn anything." He was fired from his first two jobs for being "non-productive." As an inventor, he made 1,000 unsuccessful attempts at his invention until he finally succeeded.
2.This person failed and went broke five times before he succeeded.
3.This person failed sixth grade and was subsequently defeated in every election for public office until the age of 62. He later wrote, "Never give in, never give in, never, never, never, never - in nothing, great or small, large or petty - never give in except to convictions of honor and good sense. Never, Never, Never, Never give up." (his capitals, mind you)
4.This person did not speak until he was 4-years-old and did not read until he was 7. His parents thought he was "sub-normal," and one of his teachers described him as "mentally slow, unsociable, and adrift forever in foolish dreams." He was expelled from school .
One interesting anecdote, told by Otto Neugebauer, a historian of science, goes like this:
As he was a late talker, his parents were worried. At last, at the supper table one night, he broke his silence to say, "The soup is too hot."
Greatly relieved, his parents asked why he had never said a word before.
He replied, "Because up to now everything was in order."
5.This person was cut from his high school basketball team. He once observed, "I've failed over and over again in my life. That is why I succeed."
6.After his first audition, this person was told by the casting director, "Why don't you stop wasting people's time and go out and become a dishwasher or something?" It was at that moment, that he decided to devote his life to acting.
7.This person flunked out of college. He was described as both "unable and unwilling to learn." No doubt a slow developer.
8.was fired by a newspaper editor because "he lacked imagination and had no good ideas." He went bankrupt several times. The “bright idea” he proposed was rejected by the local city on the grounds that it would only attract riffraff.
1.Thomas Edison
2.Henry Ford
3.Winston Churchill
4.Albert Einstein
5.Michael Jordan
6.Sidney Portier
7. Leo Tolstoy
8. Walt Disney
Next time you are just about to give up on someone, I hope you will think about these examples. The “I CAN,” is there in everyone. Just find it.
Sunday, July 31, 2011
PLANNING FOR THE COMING SCHOOL YEAR
Dr. Wendy Ghiora – Posting #94 – July 31, 2011
Planning for the coming school year brings a lot of hope and some great expectations. It’s a perfect time to reflect upon what went really well during the previous school year and what things definitely need to be changed. Here are a few simple things to consider for starters:
Room Arrangement
What is the most effective positioning of student desks?
Where should my desk be located?
If you are planning to truly engage students, they will most likely participate in an abundance of cooperative learning activities. Desks joined in groups with students facing one another are most conducive for this. In most cases groups of four work well. The teacher’s desk should be located in an easily accessible spot where students can see the teacher and ask for help when needed.
Classroom Routines
What are the most important classroom routines?
• What are students expected to do as soon as they enter my classroom?
• What do I expect my kids to do once an assignment is completed?
• When can students use the bathrooms?
• Where do I want them to place various papers and supplies?
• What roles do each team member have?
Looking Ahead
Let students know right from the beginning what the purpose of the class is. Let them know what goals you expect them to reach by the end of the year. Be sure to explain these in a way that says:
“These are the things you will know, understand and be able to do by the end of the year.”
Remember Your Camera
Remember to take a photograph of each student during the first week of school. Have each student write what yearly goals they have set for themselves. I would suggest limiting this to three major goals. At the end of the year, take a new photograph of each student and have them look at their original goals and write how much progress was made toward each one. They can write about how each goal was almost met, totally accomplished, or even surpassed. Then place the beginning and ending pictures and statements side by side for comparison. Students will be amazed at how far they have come!
Your camera will come in handy to record unique and fun learning activities throughout the school year. Photos can be used in school newsletters and for an end-of-the-year Memory Book for your students. It’s true: “A picture is worth a thousand words.”
Have fun planning for a fantastic school year!
Planning for the coming school year brings a lot of hope and some great expectations. It’s a perfect time to reflect upon what went really well during the previous school year and what things definitely need to be changed. Here are a few simple things to consider for starters:
Room Arrangement
What is the most effective positioning of student desks?
Where should my desk be located?
If you are planning to truly engage students, they will most likely participate in an abundance of cooperative learning activities. Desks joined in groups with students facing one another are most conducive for this. In most cases groups of four work well. The teacher’s desk should be located in an easily accessible spot where students can see the teacher and ask for help when needed.
Classroom Routines
What are the most important classroom routines?
• What are students expected to do as soon as they enter my classroom?
• What do I expect my kids to do once an assignment is completed?
• When can students use the bathrooms?
• Where do I want them to place various papers and supplies?
• What roles do each team member have?
Looking Ahead
Let students know right from the beginning what the purpose of the class is. Let them know what goals you expect them to reach by the end of the year. Be sure to explain these in a way that says:
“These are the things you will know, understand and be able to do by the end of the year.”
Remember Your Camera
Remember to take a photograph of each student during the first week of school. Have each student write what yearly goals they have set for themselves. I would suggest limiting this to three major goals. At the end of the year, take a new photograph of each student and have them look at their original goals and write how much progress was made toward each one. They can write about how each goal was almost met, totally accomplished, or even surpassed. Then place the beginning and ending pictures and statements side by side for comparison. Students will be amazed at how far they have come!
Your camera will come in handy to record unique and fun learning activities throughout the school year. Photos can be used in school newsletters and for an end-of-the-year Memory Book for your students. It’s true: “A picture is worth a thousand words.”
Have fun planning for a fantastic school year!
Saturday, July 2, 2011
FOURTH OF JULY REFLECTION
Fourth of July Reflection
Dr. Wendy Ghiora – Posting #93
I have always thought the inscription on the Statue of Liberty incorporates the essence of what our forefathers had in mind. We still welcome people from all lands, seeking a better life under the brilliant torch of freedom. This is the poem from which that inscription was taken. I hope you enjoy it as you enjoy this Fourth of July and the many gifts we enjoy as Americans.
The New Colossus
By Emma Lazarus 1849–1887
Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
“Keep, ancient lands, your storied pomp!” cries she
With silent lips. “Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!”
Fourth of July Reflection
Wendy Ghiora
On this Fourth of July, I reflect as I stand,
On thankfulness for my birth in this land.
Some say, it’s not a perfect place,
But for me, it wields an awesome grace.
For nowhere else can one truly give,
With a freedom to think and a freedom to live.
On this Fourth of July, I reflect and stand,
So thankful I was born in this wonderful land.
Dr. Wendy Ghiora – Posting #93
I have always thought the inscription on the Statue of Liberty incorporates the essence of what our forefathers had in mind. We still welcome people from all lands, seeking a better life under the brilliant torch of freedom. This is the poem from which that inscription was taken. I hope you enjoy it as you enjoy this Fourth of July and the many gifts we enjoy as Americans.
The New Colossus
By Emma Lazarus 1849–1887
Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
“Keep, ancient lands, your storied pomp!” cries she
With silent lips. “Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!”
Fourth of July Reflection
Wendy Ghiora
On this Fourth of July, I reflect as I stand,
On thankfulness for my birth in this land.
Some say, it’s not a perfect place,
But for me, it wields an awesome grace.
For nowhere else can one truly give,
With a freedom to think and a freedom to live.
On this Fourth of July, I reflect and stand,
So thankful I was born in this wonderful land.
Tuesday, June 14, 2011
WILL WE EVER LEARN?
Will we ever learn?
Dr. Wendy Ghiora - Posting #92 - June 14, 2011
I found an interesting and entertaining analogy I would like to share with you:
Horse Story (an analogy)
Unknown Source
Common advice from knowledgeable horse trainers includes the adage, "If the horse you're riding dies, get off."
Seems simple enough doesn't it? Yet in education we don't always follow that advice. Instead, we often choose from an array of other alternatives which include:
1.Buying a stronger whip
2.Trying a new bit or bridle
3.Switching riders
4.Moving the horse to a new location
5.Riding the horse for longer periods of time
6.Saying things like, "This is the way we've always ridden this horse
7.Appointing a committee to study the horse
8.Arranging to visit other sites where they ride dead horses more efficiently
9.Increasing the standards for riding dead horses
10.Creating a test for measuring our riding ability
11.Comparing how we're riding now with how we did ten or twenty years ago
12.Complaining about the state of horse these days
13.Coming up with new styles of riding
14.Blaming the horse's parents. The problem is often in the breeding.
15.Tightening the cinch
Will we ever learn?
Dr. Wendy Ghiora - Posting #92 - June 14, 2011
I found an interesting and entertaining analogy I would like to share with you:
Horse Story (an analogy)
Unknown Source
Common advice from knowledgeable horse trainers includes the adage, "If the horse you're riding dies, get off."
Seems simple enough doesn't it? Yet in education we don't always follow that advice. Instead, we often choose from an array of other alternatives which include:
1.Buying a stronger whip
2.Trying a new bit or bridle
3.Switching riders
4.Moving the horse to a new location
5.Riding the horse for longer periods of time
6.Saying things like, "This is the way we've always ridden this horse
7.Appointing a committee to study the horse
8.Arranging to visit other sites where they ride dead horses more efficiently
9.Increasing the standards for riding dead horses
10.Creating a test for measuring our riding ability
11.Comparing how we're riding now with how we did ten or twenty years ago
12.Complaining about the state of horse these days
13.Coming up with new styles of riding
14.Blaming the horse's parents. The problem is often in the breeding.
15.Tightening the cinch
Will we ever learn?
Saturday, June 4, 2011
DANCE DELIVERS
Dr. Wendy Ghiora – Posting #91 – June 4, 2011
I happened to see an interview on TV today with Jacques d’Amboise. He is the former principal dancer with the New York City Ballet. When asked how he got into ballet, he said, his mom wanted to keep him from getting in trouble with the “street kids,” so she made him join her and his sister at his sister’s ballet class. In order not to make it a complete waste of his time, he used to make “fart” noises and do other stunts to disrupt his sister’s class. The teacher (a very wise lady), responded by asking:
“Young man, why don’t you come here and see if you can jump as high as the girls?” He was hooked.
After a brilliant career with the New York City Ballet, as dancer and choreographer, Mr. d’Amboise founded the National Dance Institute (NDI). This institute was founded in the belief that the arts have a unique power to engage children and motivate them toward excellence. NDI strives to reach every child, transcending barriers of language, culture, and physical challenges. This group has impacted the lives of over 2 million children.
Year after year, NDI transforms the lives of over 35,000 New York City public school students, their parents, teachers and local communities through classes, residencies and performances. They work with mainstream, bilingual, and special education classes.
An education in the performing arts, endows children with the experience of social interaction and develops personal standards that become key aspects of their lives. Children who are fortunate to have an early exposure to elements of the performing arts, dance and music during their primary education develop confidence in achievement, self discipline, learning techniques, social interaction, and learn the importance of structured routines, and the ability to work together. These skills will serve them well through their academic careers and in their achievements as adults.
After the Jacques d’Amboise interview, Two small groups of New York City students gave a brief performance. One group did a sort of modern ballet, wearing tennis shoes. The second group did a highly spirited clogging dance. The brilliant performance, accompanied by the sheer joy and exuberance beaming from the faces of those children, was a powerful testament to the value of the arts in education. We need more like Jacques d’Amboise in this world!
Dancing is just discovery, discovery, discovery. ~Martha Graham
I happened to see an interview on TV today with Jacques d’Amboise. He is the former principal dancer with the New York City Ballet. When asked how he got into ballet, he said, his mom wanted to keep him from getting in trouble with the “street kids,” so she made him join her and his sister at his sister’s ballet class. In order not to make it a complete waste of his time, he used to make “fart” noises and do other stunts to disrupt his sister’s class. The teacher (a very wise lady), responded by asking:
“Young man, why don’t you come here and see if you can jump as high as the girls?” He was hooked.
After a brilliant career with the New York City Ballet, as dancer and choreographer, Mr. d’Amboise founded the National Dance Institute (NDI). This institute was founded in the belief that the arts have a unique power to engage children and motivate them toward excellence. NDI strives to reach every child, transcending barriers of language, culture, and physical challenges. This group has impacted the lives of over 2 million children.
Year after year, NDI transforms the lives of over 35,000 New York City public school students, their parents, teachers and local communities through classes, residencies and performances. They work with mainstream, bilingual, and special education classes.
An education in the performing arts, endows children with the experience of social interaction and develops personal standards that become key aspects of their lives. Children who are fortunate to have an early exposure to elements of the performing arts, dance and music during their primary education develop confidence in achievement, self discipline, learning techniques, social interaction, and learn the importance of structured routines, and the ability to work together. These skills will serve them well through their academic careers and in their achievements as adults.
After the Jacques d’Amboise interview, Two small groups of New York City students gave a brief performance. One group did a sort of modern ballet, wearing tennis shoes. The second group did a highly spirited clogging dance. The brilliant performance, accompanied by the sheer joy and exuberance beaming from the faces of those children, was a powerful testament to the value of the arts in education. We need more like Jacques d’Amboise in this world!
Dancing is just discovery, discovery, discovery. ~Martha Graham
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