# data[].attributes.body
Listen to Harry Potter and the Philosopher's Stone read by famous voices, plus lots of fun Harry Potter activities.

# data[].attributes.attachment_link.description
Join Harry Potter and journey into the wizarding world with our new site! Discover puzzles, quizzes, crafts and more to guide you through the very first book.

# data[].attributes.body
Unpublished story by JK Rowling
https://www.theickabog.com/read-the-story/

# data[].attributes.attachment_link.readable_text
Skip to content

I had the idea for The Ickabog a long time ago and read it to my two younger children chapter by chapter each night while I was working on it. However, when the time came to publish it, I decided to put out a book for adults instead, which is how The Ickabog ended up in the attic. I became busy with other things, and even though I loved the story, over the years I came to think of it as something that was just for my own children.

Then, in the Spring of 2020, lockdown happened. It was very hard on children, in particular, so I brought The Ickabog down from the attic, read it for the first time in years, rewrote bits of it and then decided to publish it at first in free instalments online for children stuck at home. I also thought how wonderful it would be if children on lockdown illustrated the story for me, and so we launched the Ickabog illustration competition, run by my publishers around the world.

The Ickabog book, illustrated by the winners of the competition, is now out as a book, and I'm donating my net royalties to my charitable trust, Volant, to help medical and frontline charities supporting vulnerable groups impacted by Covid-19.

Thank you to everyone who entered the competition and helped create the book, and I hope you enjoy reading it!

The Illustration Competition

Back in the 2020 lockdown, J.K. Rowling invited children across the world to take part in a competition with a truly delightful prize: a chance to see their illustrations in her new book...

Read more

All You Need to Know

If you have any questions about The Ickabog - the story, the characters, or how J. K. Rowling came to publish the book - you'll find the answers here.

Read more

About The Book

What's The Ickabog all about? You can look inside the book here, listen to a snippet from the audiobook, and watch J. K. Rowling reading selected chapters aloud...

Read more

Ickabog Activities

If you're ready to have some creative fun with The Ickabog, then download your free activity pack now. And while you're here, you can get some artistic tips from winners of the illustration competition...

Read more

# data[].attributes.attachment_link.description
Skip to content I had the idea for The Ickabog a long time ago and read it to my two younger children chapter by chapter each night while I was working on it. However, when the time came to publish it, I decided to put out a book for adults instead, which is how The Ickabog ended up in the attic.

# data[].attributes.headline
3 Key ingredients to building structure at home

# data[].attributes.subject
3 Key ingredients to building structure at home

# data[].attributes.body
https://www.cdc.gov/

Three key ingredients to building structure in the home:

1. Consistency

2. Predictability

3. Follow-through

Consistency – doing the same thing every time

Consistency means that you respond to your child’s behavior the same way every time no matter what is going on or how you’re feeling. Misbehaviors are less likely to occur again if you always use the same consequence, like ignoring or time-out. Good behaviors are likely to be repeated if you let your child know you like them. This doesn’t mean that you need to give consistent attention to ALL of your child’s behaviors. Think about something you want your child to do more often. This could be sharing, cleaning up, or following directions. To increase those behaviors, praise them each time you see them occur. Your consistent response will help those behaviors happen more often.

Predictability – expecting or knowing what is going to happen

Predictability means your child knows what will happen and how you will respond. When your daily routines are predictable, your child knows what to expect for the day. When your rules are predictable, your child knows how you will react to her behavior.

Follow-through – enforcing the consequence

Following through means that you do what you say you will do in response to your child’s behav
iors. This is often called the “say what you mean and mean what you say.” If you tell your child a behavior will be punished, you punish it every time it happens. If you tell your child he will be rewarded for a behavior, you give him the reward after he has done what you asked. To be consistent and predictable, we need to follow through. Follow-through is important for ALL behaviors. This includes behaviors we like and don’t like.

# data[].attributes.headline
Tips to Reduce Stress at Home [PYP, MYP, DP]

# data[].attributes.subject
Tips to Reduce Stress at Home [PYP, MYP, DP]

# data[].attributes.body
PsyPost:

Here are 8 tips from clinical psychology experts to reduce parenting stress during the coronavirus pandemic. Click on the link for further details.

1. Notice what’s going well

2. Plan (a little)

3. Get down to their level

4. Give good directions

5. Take a step back

6. Choose not to react (when you can)

7. Reset and move on (when you can’t)

8. Be generous with affection

# data[].attributes.body
www.splashlearn.com/
SplashLearn is great because as you get things correct it increases in complexity — so it continues to challenge even those learners that are ready to move on.

Kristi Meeuwse
Teacher, Drayton Hall Elementary School,
Charleston, SC

# data[].attributes.attachment_link.title
SplashLearn: Fun Math & ELA Program for PreK-Grade 5

# data[].attributes.attachment_link.description
SplashLearn is an award-winning learning program loved by over 40 million kids for engaging Math and ELA practice. Aligned with Common Core and various state standards.

# data[].attributes.body
Routines are very important for students old and young. They will of course change and need to be adaptable to a family's specific needs. Included below are some links to further information about creating routines at home as well as examples of ways to make these routines adaptable. Every day is not the same and sometimes schedules need to be changed in a pinch. Hopefully these examples will provide some helpful ideas.

Further Information:

PsychologyToday.com - 6 Tips on managing your child's time

PBS - How to make a Routine at Home

CDC - Building Structure

View examples of modifiable schedules to use at home below.

# data[].attributes.body
Reading Rockets
‘Resources to help struggling readers build phonemic awareness, phonics, fluency, vocabulary, and comprehension skills. Online course on teaching reading, classroom strategies, in-classroom video, parent reading tips, interviews with children's book authors, recommended children's books, and more.’

# data[].attributes.body
Reading Bear
‘Reading Bear is a fun way to learn to read. We teach over 1,200 vocabulary items. Our 50 presentations cover all the main phonics rules. All free and nonprofit!’

# data[].attributes.body
www.psychologytoday.com/

1. Be concise and specific

2. Don't apologize or minimize your need

3. Make it personal not transactional

4. Follow up with results

Read the full article here

# data[].attributes.attachment_link.readable_text
If you've ever glanced at the acknowledgments section of a good book, or listened to an Academy Awards acceptance speech, you know that no one achieves great things in a vacuum. Even with these seemingly individual accomplishments, there are countless people behind the scenes offering their skills, insights, and expertise to propel someone else into the limelight.

As highly social animals, we humans depend on one another to learn and grow. What's more, research shows that helping others actually makes us feel good and that generosity is likely an important evolutionary adaptation for our species. If we are hardwired for altruism, why then is it so uncomfortable for us to ask for help?

In a society that praises self-help and self-reliance, it is becoming increasingly difficult for us to ask our colleagues, friends, and even our family for the assistance we need. The mere thought of asking for help can eat away at our ego, undermine our confidence, make us question our abilities, and even paralyze us with anxiety. Yet in modern life-at a time when we are more digitally connected and emotionally detached than ever-the stark reality is that no one can go it alone.

Learning how to ask for (and accept) help is perhaps one of the greatest skills you can develop. Luckily, new research shows that asking for and actually getting help is a lot easier and less daunting than it seems

But first, let's examine our contradictory reluctance to take advantage of this evolutionary altruism.

Why is Asking for Help So Hard?

The primary reason is fear. We fear that we'll be turned down, laughed at, or revealed to be a fraud. Though these fears are usually unfounded, we are loathe to ask for help because this seemingly simple act carries a number of high social risks: rejection, vulnerability, diminished status, and the inherent relinquishing of control. In the face of these threats, fear overrides reason and, as studies in neuroscience show, this risk of emotional pain activates the same regions of the brain as physical pain.

Another reason why asking for help seems so hard is that we are pretty terrible at articulating our needs in a way that someone can offer constructive aid. This is partially due to a cognitive bias that social psychologists call the illusion of transparency, or the mistaken belief that our feelings, thoughts, and needs are obvious to other people. Too often, we wait for someone to notice our telepathic plea for help and inevitably get frustrated when no one does.

It should go without saying that in order to receive help, you often have to ask for it. The high stakes and awkwardness of asking in our highly individualistic culture pose obstacles for many of us. But the best way to get more comfortable asking for help is to get better at it.

4 Tips to Ask for (and Get) Help

Here are some simple tips to empower you to effectively ask for the help you need, and ensure that you get a yes in response to your thoughtful request.
1. Be concise and specific.
Asking for and offering help can only be productive under one crucial condition: clear communication. Try to communicate your request as clearly and concisely as possible. There is no need to over-explain: simply describe what the task is, why it matters, and how the person you're asking can contribute. Try to be as specific as possible so they know exactly what it is they will need to do and can accurately judge how much time and energy the task will take.

Furthermore, be willing to negotiate. Let them decide how much support they can offer and try to find a mutually beneficial solution.
2. Don't apologize.
Don't apologize for asking for help. No one gets excited about a task that the asker feels the need to apologize for. We all need help sometimes and it's nothing to be ashamed of-but apologizing makes it seem like you're doing something wrong by asking and casts the task at hand in a negative light.

On that note, don't minimize your need with phrases like "I hate to ask..." or "It's just a small thing." This suggests that their assistance is trivial and takes the joyous sense of accomplishment out of helping. After all, how am I supposed to feel if you "hate to ask" for my assistance? Similarly, don't ask them to do you a favor. This can make people feel obliged to say yes.
3. Make it personal, not transactional.
Don't ask for help over email or text. Though it's easier to send a written request, it's also a lot easier to say no to one. Try to speak face to face or call. Studies show that face-to-face requests are 34 times more successful!

Make your request more personal by explaining why the person's skills or expertise make them uniquely suited to this task. This casts them as a helpful person and not just another person you can resort to for help. Studies show that when people are asked to "be a generous donor"-rather than simply asked to donate-they are more likely to say yes and donate larger sums.

Finally, don't emphasize reciprocity. While we tend to think that sweetening the deal with the promise of a returned favor is a good strategy, this kind of language makes your request feel transactional. People don't like feeling indebted to others, and others are more likely to help you if you show genuine appreciation for their aid rather than assign their efforts a monetary value.
4. Follow up with results.
Beyond expressing your gratitude, you should follow up with the helper to share the tangible results of their aid. As much as we'd like to think that acts of generosity are their own reward, the reality is that people long to feel effective. We want to feel that the work we do and the help we give matters. Take the time to show the people who help you why their support not only matters to you, but how it makes a larger impact on your life, work, or community.

Next time you think you need some help, remember that there are more people than you think who are eager to lend a hand. More importantly, use these suggestions to ask in a way that empowers you and the person you're asking to reap the rewards of generosity and collaboration.
A version of this article originally appeared on LinkedIn.

# data[].attributes.attachment_link.title
4 Tips to Effectively Ask for Help-and Get a Yes

# data[].attributes.attachment_link.description
If you've ever glanced at the acknowledgments section of a good book, or listened to an Academy Awards acceptance speech, you know that no one achieves great things in a vacuum. Even with these seemingly individual accomplishments, there are countless people behind the scenes offering their skills, insights, and expertise to propel someone else into the limelight.

# data[].attributes.body
www.webmd.com/
With all of our classes online, here are some good suggestions to reduce the strain on our eyes.

Follow the 20-20-20 rule: every 20 minutes, look at an object at least 20 feet away for at least 20 seconds.

Take a longer break of about 15 minutes after every 2 hours you spend on your devices.

Make text larger.

Increase the contrast and change the brightness of the screen. It shouldn’t be lighter or darker than your surroundings.

# data[].attributes.attachment_link.readable_text
You probably use screens for just about everything -- to work, to relax, or just to keep up with daily life. If your eyes feel dry and tired, your vision is blurry by the end of the day, or your head, neck, and shoulders ache, all that time with your digital devices might be to blame.

If you change how you use smartphones, computers, tablets, and other screens, you can keep from straining your eyes.

Why Do Screens Cause Eyestrain?

Normally, we blink about 15-20 times a minute. That spreads tears evenly over your eyes, which keeps them from getting dry and irritated. But researchers have found that people blink less than half as often when they're reading, watching, or playing on a screen. Also, the contrast of text against the background, the glare, and flickering from digital screens can be hard on your eyes.

Prevent Digital Eyestrain

No, you don't have to cut out all screen time. But a few changes to how your use your devices can be easier on your eyes.

Make sure your computer screen is about 25 inches, or an arm's length, away from your face. The center of the screen should be about 10-15 degrees below eye level.

Cut glare by using a matte screen filter. You can find them for all types of computers, phones, and tablets.

Follow the 20-20-20 rule: every 20 minutes, look at an object at least 20 feet away for at least 20 seconds.

Take a longer break of about 15 minutes after every 2 hours you spend on your devices.

Use artificial tears to refresh your eyes when they feel dry.

Try putting a humidifier in the room where you most often use a computer or other device.

Make sure the lighting in the room you're in is bright enough. You don't want your device to be brighter than the surroundings.

If you wear contact lenses, give your eyes a break by wearing your glasses.

Get regular eye exams. You might need to use a different pair of glasses when you're working on a computer.

Adjust Your Devices

You can also make sure your devices are set for eye health.

Raise the contrast on your screen.

Make text larger.

Change the brightness of the screen. It shouldn't be lighter or darker than your surroundings.

Lower the color temperature of your screen. That means it will give off less blue light, which is linked to more eyestrain.

Raise the device's refresh rate. That will cause less flickering of the screen.

WebMD Medical Reference Reviewed by Whitney Seltman on August 06, 2019

Sources

SOURCES:

American Optometric Association: "Computer Vision Syndrome."

Malaysian Family Physician: "Understanding and Preventing Computer Vision Syndrome."

American Academy of Ophthalmology: "Computers, Digital Devices and Eye Strain."

Optometry in Practice: "Computer vision syndrome."

AllAboutVision: "Computer Eye Strain: 10 Steps for Relief."

# data[].attributes.attachment_link.description
You probably use screens for just about everything -- to work, to relax, or just to keep up with daily life. If your eyes feel dry and tired, your vision is blurry by the end of the day, or your head, neck, and shoulders ache, all that time with your digital devices might be to blame.

# data[].attributes.body
inventitchallenge2020.epals.com/
Do you love STEM (Science Technology Engineering Math)? Show how awesome you are and enter the Invent It Challenge.
The Challenge is open to students from 5 to 18 years old, as individuals or as teams with a range of amazing prizes on offer.

All of the information on the Challenge and how to enter can be found by clicking here.

# data[].attributes.body
mp.weixin.qq.com
Great ideas, can be adapted for older students.

# data[].attributes.attachment_link.readable_text
Struggling to start your online class in an fun and engaging way? Here's our top 10 warm up activities.

1. Yes/No
Teacher chooses an item from previously taught content, students need to ask Yes or No questions to guess the item.

Example - teacher chooses an elephant, Is it an animal? Yes. Is it a pet? No.
2. Flashcard Challenge
There's a little prep work needed for this game. Previously taught flashcards need to be split into two piles. One pile of cards need to have each picture partially covered. This is the "hard" pile, worth 5 points per card. The other pile is the "easy" pile, worth 1 point each.

Students are split into 2 teams and choose a flashcard from either pile. Correct answers means points awarded to the team.
3. Pictionary or Charades
These classic games are easy to play, lots of fun and very engaging.

Teacher starts by calling out the first letter, students follow in order. Can be played with multiple variations - phonics, numbers, spelling.
4. Alphabet Relay
Perfect to review keywords and spelling. Implement a 3 letter before you look at the book rule to encourage thinking and recall. This rule simply means that students need to have 3 letters in the target word before they can use their book to help. This increases their thinking and recall ability.
5. Hangman
Prior to class, send a set of mini flashcards to parents for students to print and cut out (students can draw if there's no printer available) During class, have students lay their mini cards onto a 3x3 or 4x4 grid.
6. Bingo
Teacher starts with the sentence "I'm going shopping and I will buy ....." and lists a single item. Students then repeat the sentence, the teacher's item and add their own. Each student in turn repeats the full list of items to be bought while going shopping. Variations that can be used include: "I'm Going on Holiday and Need to Pack...", "I'm Going on a Picnic and will take...", "I'm on a Sinking Ship and will save...."

This is a Word Search game without a list. Letters must touch to form a word and you can use diagonals but each letter tile can only be used once in each word. A simple internet search will give you a vast range of pre-made Boggle cards or you can make your own.
7. Going Shopping
My students receive 1 point for each correct word, 2 points for any word that nobody else has found and 5 points if they find a word that I haven't found.

Teacher starts by giving a random word. Students must give a new word using the last letter in the teacher's word. Students must create a snake of words by continuing to add a new word beginning with the last letter of the word before.
8. Timed Boggle
Teacher prepares a slide of random words and pictures. Students have 5 seconds to look at the slide and then write down as many items as they can remember. Each correctly remembered item is worth 1 point. Bonus points available if students can remember the color of each item or word as well.
9. Word Snake 10. Total Recall

# data[].attributes.attachment_link.title
Top 10 Warm Up Activities for Online Classes

# data[].attributes.attachment_link.description
Struggling to start your online class in an fun and engaging way? Here's our top 10 warm up activities. 1. Yes/No Teacher chooses an item from previously taught content, students need to ask Yes or No questions to guess the item. Example - teacher chooses an elephant, Is it an animal?

# data[].attributes.headline
 MISSION:  Mickey and Goofy [PYP, Early Years]

# data[].attributes.subject
 MISSION:  Mickey and Goofy [PYP, Early Years]

# data[].attributes.body
Non-screen ideas for PYP, Early Years

# data[].attributes.headline
How to teach an online class [PYP, Early Years]

# data[].attributes.subject
How to teach an online class [PYP, Early Years]

# data[].attributes.body
https://mp.weixin.qq.com
Here is a list of the activities. Click on the link for a further details.

Step 1 - Greetings and warm up.

Step 2 - Review previous content.

Step 3 - Sing a song related to the content.

Step 4 - Introduce new content.

Step 5 - Play a game with the new content.

Step 6 - Read a short story related to the content.

Step 7 - Draw something related to the new content on the board.

Step 8 - Play a game with both the new and old content.
Step 9 - Play the Magic Bag game.

Step 10 - Play the Find and Show Game.

Step 11 - Closing.

Step 12  After class Follow up.

Link

# data[].attributes.attachment_link.readable_text
Online classes are here to stay and the vast majority of schools and training centers have moved across to one of the many online class platforms available. But how do you actually teach an online class?

Check out our easy-to-follow 12 step guide for a 30 minute online class.

Greetings and warm up. Stand up and do some movement. This attracts attention and curiosity. If you have a regular warm up song or activity, do this as it will help the student recognise the beginning of class.

Review previous content. Use a simple review of flashcards or ask students to give you examples of your previous topic.

Sing a song related to the content. Sing it once with the students. Stand up or incorporate some actions, encourage your students to follow along. Keeping the student active and engaged is more important with an online class as you are competing with what is happening in their home environment.

You can play the song a second time and have the students lead the actions.

Introduce new content. Show each flashcard or object one at a time, say the word clearly. Ensure that the flashcard or object is clearly visible. Describe the object. Example: "This pencil is long and hard, it's pointy on one end and round at the other end."

Play a game with the new content. Games such as What's Missing or Flashcard Drill are easy and simple to play in an online class.

picture credit: Eric Peter Laine, Nebula English

Read a short story related to the content. Most textbooks have a topic related short story included. Ask questions about the short story. Have students tell you what they can see in the pictures, see if they can identify any of the new content within the story. Check for comprehension.

Draw something related to the new content on the board. Ask students to identify it. Write the word next to it. Ask students to make their own drawing and write the word next to their picture. Have students show and describe their picture.

Play a game with both the new and old content. You can make sentences using word cards or play a game that encourages talking.

Play the Magic Bag game. Prepare some objects related to your content and place them inside a bag or box. Explain that you are going to reach inside and describe what you feel and students need to guess what the object is. Use the same descriptions that you gave in step 4.

Play the Find and Show Game. Have students find one of the objects from the content in their home and show it to you. Have them describe the object. Prompt with the descriptions that you used in steps 4 and 9.

Closing. Summarise the class and review the new words learnt. Assign some homework. Homework could include drawing a picture of each of the new words, finding an item in their home or singing the song. If you are using a textbook, assign review pages or homework from the workbook.

Follow up. This is an important step. Send a breakdown of the new content from this class, including any songs or stories. Confirm homework. If you are using a textbook, confirm homework pages or pages from the workbook.

Online teaching, like starting school for the first time, is a learning experience for teachers and students alike. The above outline is just that, an outline. It gives you a base to build on.

We'd love to hear how your online classes are going or if you tried our 12 step guide. Let us know in the comments.

# data[].attributes.attachment_link.title
How To Teach an Online Class in 12 Easy Steps

# data[].attributes.attachment_link.description
Online classes are here to stay and the vast majority of schools and training centers have moved across to one of the many online class platforms available. But how do you actually teach an online class? Check out our easy-to-follow 12 step guide for a 30 minute online class.

# data[].attributes.body
Link

# data[].attributes.attachment_link.readable_text
With online classes here to stay, having the fastest internet speed possible is an absolute must for teachers and students.

Online teacher and IT whiz, Musa Hussaini has put together this easy guide on how to increase your at home internet speed.

Identify your internet service provider (ISP) . In Mainland China, there are three significant ISPs, and they are China Telecom (CT), China Unicom (CUni) and China Mobile (CMo), but the most dominated ISP is CT, covering large part of the country with tremendous customer service and network coverage

CT provides two types of internet connection:

1. PPPOE ( Point-to-Point Protocol over Ethernet) which requires a USERNAME and PASSWORD. Usually, you'll find them on your subscription paper and this is a data limited, low budget yet out-dated version. I'm not sure if they still provide this service.

2. IP (Internet Protocol) does not require a USERNAME or a PASSWORD. It's a plug and play user-friendly, with less complications, however, the speed is set to default by the ISP technician and this can be unleased with few router settings.

CT gives out a free modem with the packaged price and comes to your house to set it up. There are three types of modems:

Modem 1 and 2 are for home-users only. Neither of them can withhold the threshold of high speed downloads or continuous flow of data. However, the third modem is an updated version, built with better performance and steady data flow. The extra price is really worth it.

Modify and unleash full speed. For this step, you will need an external network cable (CAT5e or CAT6). Connect this cable to your laptop or computer and one of the LAN ports on the CT modem. Be careful that you don't connect to the iTV port.

Open your web browser, any browser will do. Enter the modem interface address on the search bar ( 192.168.1.1 ). This is the default address for all China Telecom devices.

Enter the username and password located on the back of your modem. You should get to this screen.

Go to "WIFI" and turn it off.

Restart the modem.

Reload the new settings. To do this, you will need to click this button:

You'll be prompted with a warning message. Click the green option on the left. This will restart your modem and will log you out of the CT modem interface.

Unplug the external network cable and plug in the network cables installed by the landlord. Usually, they are preinstalled inside the walls of the house. Based on the number of cables you'll find in the network box is also the number of network sockets around the house. Remember, do not plug into the iTV hub.

In this picture, you can see that there are two network cables built-in iside the wall. This means there are two network sockets distributed around the house. You should find them in your living room and/or bedroom.

A network socket looks like this

Setting up the router. Do not plug in the router just yet, set up needs to happen first.

These instructions are based a the D-Link router model DIR-823. Several settings may differ depending on your router.

Save your settings and restart your router. Plug one end of the network cable into the WAN/LAN port and the other to the network socket. Connect to your new Wifi.

Check the speed of your network. Go to www.speedtest.net on your browser and wait for the page to fully load.

And there you go, faster internet means better online class connections and happier teachers and students.

You will need an external router with triple or quadra antenna. It's recommended to us a D-Link, ASUS or Linksys router as their built-in interfaces comes in Chinese and English.

Power the router up, plug in a network cable into a LAN hub and connect to your laptop or computer. Make sure you do not use the WAN/LAN hub.

Access the router interface page by entering the IP address found on the back of the router (same procedure as Step 3)

On the router interface page, go to SETTINGS then NETWORK

Change the LAN IP address to 192.168.8.1 (the last two digits can be any number as long as you remember then) and save the setting. This step avoids any conflict with the modem IP of CT. Your router may ask you to re-enter the router with the new interface IP address. Most cases, it will not.

If you had to re-enter the router with the new IP address, follow this additional step.

Go to SETTINGS then WIRELESS. If your attena has quadra antenna, it is possible that your router supports 5GHz broadband ability but it doesn't make any difference so it's better to remain at 2.4GHz.

Go to Advanced Settings (still under Wireless Settings) and make the changes as seen in the picture below.

# data[].attributes.attachment_link.description
With online classes here to stay, having the fastest internet speed possible is an absolute must for teachers and students. Online teacher and IT whiz, Musa Hussaini has put together this easy guide on how to increase your at home internet speed. Identify your internet service provider (ISP) .

# data[].attributes.body
Online Library
Please consult CAIS Library or your teacher for access.

# data[].attributes.attachment_link.description
Welcome to Britannica School , a safe, up-to-date, and age-appropriate information resource for Elementary, Middle, and High School.

# data[].attributes.headline
Online STEM Class Ideas [PYP, Early Years]

# data[].attributes.subject
Online STEM Class Ideas [PYP, Early Years]

# data[].attributes.body
mp.weixin.qq.com/
Ideas for experiments that students can do from home.
Link

# data[].attributes.attachment_link.readable_text
Online Math class? Let's get to it! Online Physics lab? Ye......what??!!
Moving to online teaching is a new experience for teachers and students but this is an ideal time for everyone to engage in some creativity and critical thinking.

We've scoured all the available resources on the internet and in the Teacher's House library, searching for easy, fun and engaging lesson ideas. Here are our top picks for at-home experiments.
Egg Drop Challenge
Experiment: design a container that would let the eggs survive a 2-3 story drop
Stanford University Egg Drop Lesson Plan
Yoyos and Fidget Spinners Sample Project Lesson Plan

Experiment: balancing items on a fulcrum,predict outcomes based on fulcrum location

Fulcrum Experiment
Other Cool Balance and Gravity Experiments to Try
Sink or Float? Sink or Float Step-by-Step Guide

We're itching to try some of these experiments for ourselves. Let us know how your experiment went.
Explore Viscosity Here

# data[].attributes.attachment_link.description
Online Math class? Let's get to it! Online Physics lab? Ye......what??!! Moving to online teaching is a new experience for teachers and students but this is an ideal time for everyone to engage in some creativity and critical thinking.

# data[].attributes.body
JSTOR

# data[].attributes.attachment_link.description
JSTOR is a digital library of academic journals, books, and primary sources.

# data[].attributes.headline
7 Interactive Online Class Games and Activities

# data[].attributes.subject
7 Interactive Online Class Games and Activities

# data[].attributes.body
mp.weixin.qq.com
Being in different places should not stop us from having a fun and interactive class. Because of the recent coronavirus outbreak, most schools, if not all, have already started online classes which means that students spend a lot of time sitting in front of a computer trying to digest as much as they can. Foreign English classes have been known to provide a class that requires participation and in some cases, a healthy competition among students, geared towards achieving learning goals and objectives.
Here is a list of the activities. Click on the link for a further details.

7 Interactive Online Class Games and Activities

1. “Show Me”

2. “Simon Says”

3. “Body Spell”

4. “Charades”

5. “Follow Me”

6. “Take the Challenge”

7. Give interesting and Exciting Homework

# data[].attributes.headline
How Positive Psychology Can Improve Student Success

# data[].attributes.subject
How Positive Psychology Can Improve Student Success

# data[].attributes.body
health.usnews.com/
An Illinois school district uses a program that encourages a positive outlook to boost academic performance.
Original article

By David Levine, Contributor Jan. 18, 2019

# data[].attributes.body
CAIS Online Learning e-Safety Policy

# data[].attributes.attachment_link.readable_text
长春美国国际学校在线教学网络安全管理制度 1. Scope and Purpose 目的及范围
Created制定日期 15/02/2020

1.1 This policy applies to all students at Changchun American International School (CAIS). All students are expected to employ safeguards effectively and manage risks independently. CAIS will provide support and guidance to ensure that our students remain e-safe. The purpose of this policy is to provide a safe, secure and supportive environment for all students. Any risks to employees must be directed to their relevant supervisors (HOD, GL, Coordinators, Principal and HoS)

本制度适用于长春美国国际学校（学校）的所有学生。所有学生必须有效地使用安全措施独立地管理风险。学校将为学生提供支持和指导，确保能够安全使用网络。为了能够给所有学生提供安全、可靠有支持性的网络环境特制订此制度。员工面临的任何风险都必须向相关主管汇报（学科组长，年级负责人，教学主任，校长和总校长）。

1.2 The scope of the Online Safeguarding Policy covers the use of the internet and school enabled electronic communication devices including, but not limited to, email, mobile phones, games consoles, PCs, laptops, tablets and social networking sites.

网络安全管理制度范围涵盖互联网应用及我校电子通讯设备，包括但不限于电子邮件、手机、游戏机、电脑、笔记本电脑、平板电脑和社交网站。

Being online is an integral part of children and young people's lives. Social media, online games, websites and apps can be accessed through mobile phones, computers, laptops and tablets - all of which form a part of children and young people's online world.

使用网络已经成为青少年生活中不可或缺的一部分。通过手机、电脑、笔记本电脑和平板电脑访问社交媒体、网络游戏、网站和各种应用程序，这些都是青少年网络世界的一部分。

The internet and online technology provides new opportunities for young people's learning and growth, but it can also expose them to new types of risks. E-safety should form a fundamental part of schools' safeguarding and child protection measures. A whole school approach to online safety helps ensure staff, leadership, governors, and parents teach children about online safety.

互联网和网络技术为青少年的学习成长提供了新的机会，同时也将他们暴露在新型风险之中。网络安全应成为校园安全和儿童保护措施的重要组成部分。全校范围的网络安全制度将有助于确保教职工、管理层及家长向学生们传授网络安全知识。

Schools have a dual responsibility when it comes to e-safety: to ensure the school's online procedures keep children and young people safe, and to teach them about online safety, in and outside of school.

学校在网络安全方面具有双重职责:完善学校网络使用流程以确保青少年儿童的安全，另外，向学生们传授在校内外使用网络的安全知识。

CAIS recognises that children, as individuals, have the right to be treated with dignity and respect, free from emotional or physical danger, abuse and neglect. Safeguarding children is fundamental to the general well being social, emotional, physical and mental development of each child; consequently it is essential to have clear guidelines and procedures in place when dealing with matters involving child protection.

学校承认儿童作为个体，具有维护尊严、受到尊重，免受精神或身体伤害、虐待与忽视的权利。保护儿童对每个孩子的整体健康、社交、情感、身心发展都至关重要；因此，在处理涉及儿童保护的问题时，必须有明确的准则和程序。

We are committed to anti-discriminatory practice and recognise children's diverse circumstances. We ensure that all children have the same protection, regardless of any barriers they may face.

我们致力于践行反对儿童歧视，认可儿童多样性。确保无论学生可能面临何种困难，都可以得到同样的保护。

CAIS will not tolerate abuse or inappropriate use of technology, whether off-line or on-line, from any member of the CAIS community, from administrators, teachers, office staff, support staff, students or parents. Communications by all parties should be courteous and respectful at all times and reflect the highest professional standards.

学校不会容忍学校社区的任何成员滥用网络技术，无论管理者、教师、行政员工、学生或家长，无论离线或在线，各方之间的沟通应始终保持礼貌和尊重，并体现出最高的专业标准。

Any reported incident of bullying or harassment, or other unacceptable conduct, will fall under the CAIS Student Safeguarding Policies and procedures and will result in the application of formal interventions.

任何上报的关于欺凌、骚扰或其他不可接受的行为事件，都将纳入学校学生安全保障政策和程序，并将采取正式干预措施。

CAIS also recognises that peer-on-peer abuse may take place, and is formulating a more concrete policy and d for this specific area.
4. Electronic contact with students 网络接触学生
学校同样认为可能会发生学生之间的虐待行为，并且正针对该特定领域制定更具体的政策和措施。

Electronic contact is defined as the communication or publication of information (including images) between two or more people using an electronic device. This may occur using (but is not limited to) landline and mobile phones, other handheld electronic devices, gaming equipment and computers. Electronic contact may include but is not limited to voice communication, text communication, instant messaging, email, social networking sites, blogs, photos and videos.

网络接触是指两人或多人间使用电子设备进行通信或发布信息(包括图像)。这种情况可能发生在使用(但不限于)固定电话和移动电话、其他手持电子设备、游戏设备和电脑时。网络接触包括但不限于语音通信、文本通信、即时消息、电子邮件、社交网站、博客、照片和视频。

· Use appropriate language with children and young people and challenge any inappropriate language used by a student, or adult

使用恰当用语与青少年交流，阻止学生或成人使用任何不当语言

· Use neutral language at all times in order to prevent any misunderstanding of intent, or possible accusations of misconduct.

始终使用中立语言，以防止产生任何误解或指控。

· Respect a student's right to privacy.

尊重学生的隐私权。

· Be dressed appropriately at all times when on visible online

在网络上可见的任何时候保持得体穿着。

· Please refer to the section in the CAIS Employee Handbook on Dress Code for appropriate attire and the updates CAIS Teacher dress code.

请参考学校员工手册中有关着装要求的章节按规定着装，和更新版学校教师着装要求。

Staff must request permission from the Principal and relevant Coordinator for any electronic contact with a student which is of a non-work-related nature before, during or after a course. For example, requesting mobile phone numbers from students is necessary for an excursion.

员工与学生在课前、课中或课后发生与工作无关的任何网络联系均需向校长或教学主任进行申请，例如，向学生索要手机号码用于组织远足。

However, staff should only give out the school excursion mobile number, and not their own private number. Social-networking on Facebook etc is strictly prohibited.

但是，员工只能提供校方联系号码，而不能提供自己的私人电话号码。严禁提供脸书等社交网站账号进行交流。
Staff must not exchange any information with a student that they would not be happy to share with the child's parent or guardian. 员工不得与学生交换任何他们不愿与家长或监护人分享的信息。
In any electronic contact with students, staff must pay particular attention to use neutral, un- emotive language that will not be misconstrued.

与学生进行任何网络接触时，员工必须特别注意使用中性、不带感情色彩的语言，以免被误解。

Students are informed induction and in the new student booklet that staff are not allowed to befriend them on Facebook or any other social media platform.

新版学生手册中明确提到，学生不允许与员工在脸书或任何其他社交媒体平台上添加好友。

5. ZOOM live video SESSIONS

ZOOM在线直播课程部分
Please note the following from the CAIS Safe-Guarding policy:
请注意，下述信息节选自长春美国国际学校安全防范措施制度:
* Never be alone with children at school activities without another adult being notified. (p.29)
* 组织学生在校活动时，必须告知相应管理者 (p.29)

This is the same in a virtual space. Teachers must not therefore Wechat OR Zoom students individually without being in a group. Teachers therefore must include a member of the Admin team in any group that includes students. This is the same in a virtual space. Teachers must not therefore Wechat or message students in individually without the communication being in a group. Teachers therefore must include a member of the Admin team in any group that includes students.

此条款同样适用于虚拟环境。教师禁止通过微信或者Zoom单独联系某一学生。教师建立的任何涉及学生的联系群必须有一名管理团队成员加入。

5.1. Teachers must first obtain permission from the parent or guardian stating they are aware of, and approve of the communication.
教师必须先获得家长或监护人的授权，确保家长或监护人知晓并认可此沟通方式。

5.2 ALL parents will be asked to give their consent to the Live ZOOM video sessions. Only the children of those who give there consent can join these sessions.
所有家长需要授权同意孩子参加Zoom在线课堂。家长同意后，孩子方可参与Zoom在线课堂。

5.3 Broadcast times should be negotiated and mutually convenient for the vast majority of students (teachers can consult the Student Geographical Location document and liaise with their students/parents.
课程直播时间要保证大部分学生可以参加，直播时间根据具体情况而定（教师可以参考学生地理位置文件并与学生家长沟通）.

5.4 The broadcast times should be shared with academic leadership by adding to the Work Record Set document
教师应当将在线直播课程时间填写到工作记录汇总文档中，与教学管理团队共享。

5.5 Every live video broadcast must be recorded. These can be added to the website later. Students should be reminded periodically that these sessions are being recorded.
所有直播课程都会被录制，之后会添加到学校官网中。教师应当定期提醒学生这些直播课程会被录制。

5.6 Teachers will record the attendance of each live video broadcast.
教师会记录直播课程中学生的出勤情况。

5.7 Teachers must be dressed appropriately at all times when on visible online 在线授课时，教师应当穿着得体。

5.8 Teachers must use appropriate language and challenge any inappropriate language or comments
教师授课时语言要恰当，并对不恰当的语言或评论进行管理。

5.9 Students must:学生必须:
* Use appropriate language at all times
时刻注意自我言行
* Use neutral language at all times in order to prevent any misunderstanding of intent
运用中性语言避免产生歧义误解
* Respect other student's right to privacy.
尊重其他同学的隐私
* Be dressed appropriately at all times when on visible online
在线学习时，必须穿着得体

5.10 Parents Must家长必须：
5.10.1 ALL Parents must give the school consent for their child to join live Zoom video lessons
所有家长必须提交学生参与Zoom在线直播课程同意书
5.10.2 Primary parents must ensure an adult is with their child during live Zoom lessons
小学部学生在Zoom在线课程学习时，必须有一名成年人监护
The school's Online Safety policy is given to students, teachers and parents. 学校的网络安全政策适用于全体学生、教师和家长。
Please note: Under no circumstances teachers must live video or communicate on a one- to-one with individual students. This will be reported and lead to disciplinary action.
请注意：任何情况下，教师不得与某个学生单独进行一对一在线课程或交流。如有违反者将被上报学校，给与纪律处分。

All staff and parents must periodically remind students of the potential dangers of sharing personal information on the internet, uploading photographs, online harassment and the potential for scams.
全体教职员工和家长都必须时刻提醒学生，在互联网上分享个人信息、上传照片、网络骚扰和潜在诈骗存在危险。

# data[].attributes.attachment_link.title
e-Safety Policy - Changchun American International School

# data[].attributes.attachment_link.description
长春美国国际学校在线教学网络安全管理制度 1. Scope and Purpose 目的及范围 Created制定日期 15/02/2020 1.1 This policy applies to all students at Changchun American International School (CAIS). All students are expected to employ safeguards effectively and manage risks independently. CAIS will provide support and guidance to ensure that our students remain e-safe.

# data[].attributes.body
Here's a great New York Times article for  perfectionists about getting stuff done perfect or [inevitably] not.

In this article Tim Herrera writes about the 'mirage' of perfection and argues that we are better off just getting the work done on time.

”By agonizing over tiny improvements in our work — if they even are improvements — we prevent ourselves from achieving the actual goal of, you know, doing the work.”
Dr. Alex Lickerman states, “overworking something is just as bad as failing to polish it.”

Tim Herrera suggests two steps to get stuff done:

First, embrace the magic of micro-progress: Rather than looking at tasks, projects or decisions as items that must be completed, slice them into the smallest possible units of progress, then knock them out one at a time. This strategy relieves the pressure of thinking we need a perfect plan before we begin something — after all, if your first step is “open a new Google Doc for this week’s newsletter” and not “pick a perfect topic, write a perfect lede and have a perfect organization,” you either have achieved that micro-goal or you haven’t. There’s no gray area.

Second, reframe the way you think about the things you have to do. Focus far less on the end result, and far more on the process — this allows you to be aware of the progress you’re making, rather than obsessing over the end result of that progress. As the writer James Clear put it, “when you think about your goals, don’t just consider the outcome you want. Focus on the repetitions that lead to that place. Focus on the piles of work that come before the success. Focus on the hundreds of ceramic pots that come before the masterpiece.”

Read the full article here [it may not be available in all locations]

# data[].attributes.attachment_link.readable_text
Voltaire was right.

Credit... Rose Wong

Welcome to the Smarter Living newsletter! Every Monday, Tim Herrera emails readers with tips and advice for living a better, more fulfilling life. Sign up here to get it in your inbox.
So here's a grand, wonderful irony: I started writing this newsletter in early June.

I'd come back to my meager Google Doc every few days, reworking the same few sentences, each time thinking I was finally ready to finish. But I never really made any progress - I wanted it to be just right, and I fell into an editing and re-editing spiral. But, of course, just right is a mirage that never materializes, and that mirage prevented me from ... actually finishing this newsletter.

Is the prose here any better for all of that incremental faux-progress? Probably not! I wanted it to be, but I know that if I had just gotten it done when I wanted to, instead of examining every word with a microscope, I could've saved myself a lot of unnecessary stress (and actually hit my self-imposed deadline). And that needless obsession with perfection is kind of the whole deal: By agonizing over tiny improvements in our work - if they even are improvements - we prevent ourselves from achieving the actual goal of, you know, doing the work.

"At some point, we must remind ourselves, any changes we make to a creation no longer make it better but just different (and sometimes worse)," Dr. Alex Lickerman wrote in Psychology Today on the topic of just getting things done. "Recognizing that inflection point - the point at which our continuing to rework our work reaches a law of diminishing returns - is one of the hardest skills to learn, but also one of the most necessary."

He added that "overworking something is just as bad as failing to polish it."

By now, you're probably thinking of that quote attributed to Voltaire: "Perfect is the enemy of good." And yes, that's the idea. But we all know that, so what's the way around it?

One solution is a take on a topic longtime readers of this newsletter will recognize: the M.F.D., or the Mostly Fine Decision. (Patent still pending.)

The M.F.D. is the minimum outcome you're willing to accept as a consequence of a decision. It's what you'd be perfectly fine with, rather than the outcome that would be perfect. The root of the M.F.D. lies in the difference between maximizers and satisficers. Maximizers relentlessly research all possible options in a scenario for fear of missing the "best" one, while satisficers make quick decisions based on less research.

But here's the key: Somewhat paradoxically, research has shown that satisficers are more satisfied with their decisions than maximizers are.

In other words, just getting it done - whether that's a decision you have to make or work you have to do - will leave you more satisfied than if you had agonized over the task in the pursuit of perfection. Even better, you'll actually finish.

[Like what you're reading? Sign up here for the Smarter Living newsletter to get stories like this (and much more!) delivered straight to your inbox every Monday morning.]
"Easier said than done," you're probably thinking. True. So here are two strategies that might help you out.

First, embrace the magic of micro-progress: Rather than looking at tasks, projects or decisions as items that must be completed, slice them into the smallest possible units of progress, then knock them out one at a time. This strategy relieves the pressure of thinking we need a perfect plan before we begin something - after all, if your first step is "open a new Google Doc for this week's newsletter" and not "pick a perfect topic, write a perfect lede and have a perfect organization," you either have achieved that micro-goal or you haven't. There's no gray area.

Second, reframe the way you think about the things you have to do. Focus far less on the end result, and far more on the process - this allows you to be aware of the progress you're making, rather than obsessing over the end result of that progress. As the writer James Clear put it, "when you think about your goals, don't just consider the outcome you want. Focus on the repetitions that lead to that place. Focus on the piles of work that come before the success. Focus on the hundreds of ceramic pots that come before the masterpiece."

In the end, just do the work. It won't be perfect, but you'll be far happier, and it'll be done. And done is better than perfect ¯\_(ツ)_/¯

How do you get around roadblocks to finish things you've obsessed over? Tell me on Twitter at @timherrera.

Have a great week!

- Tim

How to Pack a SuitcasePacking may seem simple, but it's a science with rules that travelers often learn the hard way over thousands of miles on the road.

Should We All Take the Slow Road to Love? Millennials are going on fewer dates, having less sex and marrying later. Do they know something about love the rest of us don't?

10 Ways to Lower the Cancer Risk of Grilling If you plan to grill often, experts suggest taking small steps to make a big difference in lowering your exposure to compounds tied to cancer.

Could Ancient Greek Philosophy Help You Work Smarter and Better? The idea of "temperaments" or "humors" has long been debunked, but thinking in terms of broad personality types may actually help you get things done.

'Guilty' Pleasures? No Such Thing Go forth and read that trashy novel.

5 Cheap(ish) Things for the Perfect Picnic The person who wields the corkscrew is always the hero.
This week I've invited S.L. contributor Alanna Okun to teach us a wonderfully simple trick to being smarter about scheduling our days.
My adult life has been reduced to a series of half-hour blocks on my Google calendar. Work meeting? Add it to the cal. Coffee date? Put some time on the cal. I even use it for friend hangs, because if I don't, I spiral into double-bookings, flakiness and chaos.

What this doesn't leave room for, clearly, is flexibility, and so I've started to build in a buffer. Whenever I'm able, I now schedule on the :15 of the hour - dinner at 7:45 p.m. instead of 7:30 p.m. in case one person has to wrap something up at work. Therapy at 8:15 a.m. in case the trains are throwing their usual tantrums.

The trick is to tell your brain (and, perhaps, your calendar) that you're still shooting for the half-hour; you're just giving yourself some wiggle room in case life gets in the way. It's a small gift for all parties involved, and if someone happens to be early for being late, it's somehow less annoying, a little sliver of found time.

# data[].attributes.attachment_link.title
It's Never Going to Be Perfect, So Just Get It Done

# data[].attributes.attachment_link.description
Voltaire was right. Welcome to the Smarter Living newsletter! Every Monday, Tim Herrera emails readers with tips and advice for living a better, more fulfilling life. Sign up here to get it in your inbox. So here's a grand, wonderful irony: I started writing this newsletter in early June.

# data[].attributes.body
Online Study Hall invitation:

You are invited to a scheduled Zoom meeting.

Topic: Learning Support - Online Study Hall

Time: This is a recurring meeting

Monday - Friday at 15:00

If you wish to attend please contact Learning Support

# data[].attributes.body
The CAIS Library is an important and fundamental part of the teaching-learning process.

The library offers different types of printed and online materials to support the development of the IB curriculum. In 2018, the library was completely refurbished and expanded to offer additional spaces for the different age groups. Our collection has around 37,000 books, magazines, and subscriptions to databases. The CAIS Library team emphasizes the development of research skills, academic honesty and preparing students to be active, independent and responsible users of information. The CAIS Library team works to inspire students to discover a life-long passion for reading.

# data[].attributes.attachment_link.readable_text
The CAIS Library is an important and fundamental part of the teaching-learning process.

The library offers different types of printed and online materials to support the development of the IB curriculum. In 2018, the library was completely refurbished and expanded to offer additional spaces for the different age groups. Our collection has around 37,000 books, magazines, and subscriptions to databases. The CAIS Library team emphasizes the development of research skills, academic honesty and preparing students to be active, independent and responsible users of information. The CAIS Library team works to inspire students to discover a life-long passion for reading.

The Secondary library program

The secondary library program focuses on two basic goals, research skills and reading. Through an embedded program, the library supports the secondary students in understanding and practicing ethical use of information, including academic honesty and digital citizenship. In collaboration with MYP and DP teachers, the library provides extensive teaching and learning opportunities and resources to support the development of research skills essential not only for the IB program requirements like the Personal Project and Extended Essay, but also to navigate an increasingly complex information landscape beyond the classroom.

Reading is foundational to academic success and personal development. The CAIS library collection supports the secondary curriculum as well as a culture of reading. Through reading promotion programs, clubs, and conversations, the library team connects readers with books they love. We believe that books can spark curiosity, inquiry, as well as connections to ourselves and others. Secondary students are encouraged to help shape the library program and collection by participating in feedback surveys and the Library Advisory Committee.

# data[].attributes.attachment_link.title
Library - Changchun American International School

# data[].attributes.attachment_link.description
The CAIS Library is an important and fundamental part of the teaching-learning process. The library offers different types of printed and online materials to support the development of the IB curriculum. In 2018, the library was completely refurbished and expanded to offer additional spaces for the different age groups.

# data[].attributes.body
PBIS World
This site contains many ideas and strategies to motivate students and work with a variety of behaviors. 这个网站有很多想法和策略来激励学生，并与各种各样的行为合作

PBIS World