After school kids: After School Kids – High-quality, kid-approved, licensed day care and after school program

About – After School Kids

Providing caring, friendly, and fun day care services to families since 1981

“After School ROCKS.” – Joey, After School Kid

For over 35 years, After School has provided licensed day care to families in San Carlos and Belmont. After School was started with the mission of providing a safe, caring, and fun place for kids to go after they got out of school–little did we know then, After School would grow and evolve for decades. Find an After School location near you, or meet our staff.

Naturally, things have changed since we started After School in 1981, and we have grown and adapted our programs to meet the needs of the children and families we serve. However, one thing always remains the same: kids have basic needs. Kids need someone who knows and cares about them, and will ask about their day, answer their questions, or share a concern. They need a healthy snack to tide them over until they have dinner. They need the opportunity to spend time in a quiet space, do their homework, and go outside and play games with a friend. They need a place that they feel is “theirs,” full of games, toys, books, art supplies, and building blocks that will allow them to express their individuality and spark their imagination. Finally, they need to have time to choose activities that they want to participate in and even have the freedom to choose to do nothing, if that’s how they feel after a long day at school.

This is our philosophy, what we believe in, and what we are committed to providing here at After School.

Learn more about our programs

Locations

After School is housed at the following locations throughout the San Carlos and Belmont communities:

San Carlos:

Arundel Elementary School

200 Arundel Rd, San Carlos, CA 94070

Contact Person: Liz Benedict

Phone: (650) 593-0707

Email: [email protected]

Lic #410509433

Heather Elementary School

2757 Melendy Dr, San Carlos, CA 94070

Contact Person: Nancy Viducic & Kenny Meade

Phone: (650) 591-1997

Email: afterschool@heather. comcastbiz.net

Lic #414001029

Brittan Acres Elementary School

2000 Belle Ave, San Carlos, CA 94070

Contact Person: Anthony Perino & Jennie Fitzgerald

Phone: (650) 591-4599

Email: [email protected]

Lic #410509747

White Oaks Elementary School

1901 White Oak Way, San Carlos, CA 94070

Contact Person: Angela Thompson

Phone: (650) 591-3515

Email: [email protected]

Lic #3410504156

Belmont:

Central Elementary School

525 Middle Rd, Belmont, CA 94002

Contact Person: Jose Ibarra & Kat San Felipe

Phone: (650) 593-4229

Email: [email protected]

Lic #410517836

Our Staff

At After School, we believe in employing quality staff that are committed to the safety and well-being of children. We understand the profound positive impact that a quality teacher can have on a young child’s life.

Our After School staff is unique for two main reasons: longevity and professionalism. On average, our staff stay with After School for at least five years, and all of our full-time staff members have early childhood education backgrounds and extensive experience working with school age children. All full-time staff also meet and exceed the criteria set by the State of California for licensed childcare centers serving school age children, and have up-to-date training in Pediatric CPR, First Aid, and Infectious Disease and Disaster Preparedness.

We are constantly amazed by the extra effort we see from our teachers, aides, and directors. Our staff play an important role in creating special events like Friday Fun Nights, Sing A Longs, Willy Wonka Days, and Talent Shows. We are constantly surprised and pleased by the level of dedication and creativity that these professionals bring to work each and every day.

Arundel Elementary School

Liz Benedict

Site Manager and Executive Director

Deborah Sandri

Site Manager

Tuli Fineanganofo

Teacher’s Aide

Danica Berljafa

Teacher’s Aide

Ben Chavez

Teacher

Caroline Cubero

Teacher’s Aide

Jasmine Miller

Teacher’s Aide

Diego Bascara

Teacher’s Aide

Valeria Beltran

Teacher’s Aide

Brittan Acres Elementary School

Jennie Fitzgerald

Site Manager

Nicole Cucolichio

Teacher

Anthony Perino

Site Manager & Executive Director

Natalia Rojas

Teacher’s Aide

Nico Ortega

Teacher

Brianna Sandoval

Teacher’s Aide

Jackie Chan

Teacher’s Aide

Angelo Regalia

Teacher

Central Elementary School

Katrina San Felipe

Site Manager

Rosie Hall

Teacher

Jose Ibarra

Site Manager

Maria Rivas

Site Manager

Heather Elementary School

Nancy Viducic

Site Manager

Kenny Meade

Executive Director

Mireya Alcazar

Teacher’s Aide

White Oaks School

Nicole Costa

Teacher

Angela Thompson

Site Manager

Patricia Morad

Teacher

Our Owners

Diane Meade

Owner

Terri Tedford

Owner

After School for Kids | Roanoke County Parks Rec & Tourism, VA

Ask Sites (Registration for the 2022-2023 School Year will begin Friday, April 1st)

Back Creek	FULL FOR 2022-2023! Call (540) 283-2684 for waitlist.
Cave Spring K-2	FULL FOR 2022-2023! Call (540) 283-2684 for waitlist.
Cave Spring 3-5	Spots are still available for 2022-2023 School Year. Call (540) 283-2684 to register.
Clearbrook	FULL FOR 2022-2023! Call (540) 283-2684 for waitlist.
Glen Cove	FULL FOR 2022-2023! Call (540) 283-2684 for waitlist.
Glenvar Elementary	Spots are still available for 2022-2023 School Year. Call (540) 283-2684 to register.
Green Valley	FULL FOR 2022-2023! Call (540) 283-2684 for waitlist.
Herman L Horn	Spots are still available for 2022-2023 School Year. Call (540) 283-2684 to register.
Masons Cove	Spots are still available for 2022-2023 School Year. Call (540) 283-2684 to register.
Mountain View	FULL FOR 2022-2023! Call (540) 283-2684 for waitlist.
Oak Grove	FULL FOR 2022-2023! Call (540) 283-2684 for waitlist.
Penn Forest K-2	Spots are still available for 2022-2023 School Year. Call (540) 283-2684 to register.
Penn Forest 3-5	Spots are still available for 2022-2023 School Year. Call (540) 283-2684 to register.
W.E. Cundiff	Spots are still available for 2022-2023 School Year. Call (540) 283-2684 to register.

Step 1: 

Check the list of elementary schools above to make sure there is still space available at your child’s school.   Specific school information is updated WEEKLY but may not reflect recent changes in program status.  Call our administrative office at (540) 283-2684 to be completely certain of program availability.

Step 2:

  Click on the link below and complete the Roanoke County Health History Form. (NOTE: Please DO NOT sign-in or create an account on this page)  At the bottom of this form click the submit button.  If you prefer, you may print it out and mail to Roanoke County Parks – ASK Administration, 1206 Kessler Mill Rd. Salem, VA 24153 or email to [email protected].

Step 3 (Option A – Register by Phone):

Register by phone at (540) 283-2684.

Automatic Draft

Grades K-5 (five day week) – 20 Payment drafts on beginning August 12, 2022 – May 5, 2023.

$146*

$137

*Final, 20th payment will be $126.00

Please use your VISA, MasterCard, or Discover cards to make bi-weekly or monthly payments. Please note that cash/check payment will NOT be available this year. All outstanding balances for the previous year must be paid in order for a child to continue in ASK for the next year. Payments are based on days of service, and divided into 20 equal payments beginning August 12, 2022 through May 5, 2023.  Click here to fill out the ASK Automatic Draft form online. Call 540-387-6078 ext.0 if you have any questions.

Update Your Payment Information Online Anytime

 New this year, you can change your credit card on file or update payment at any time!

• Log in to online registration portal. If you don’t remember your password, please use the Forgot Password function with your email on file to retrieve your account, or call (540) 387-6078 x0 to inquire about your online login.
• Scroll down and Select FINANCE INFO to manage your card(s) on file.
• Select the NEW button to add a card
• Check the DEFAULT box to manage which card will be applied to your scheduled payment(s).

Daily activities at all After School for Kids Programs include gym or playground time, snack time, quiet time for homework or other quiet activities, and group or self-directed activities.  A daily schedule is posted at each program.  An example of the daily schedule is:
 

• 2:25pm School is dismissed and participants go to the cafeteria

• 2:25pm Roll-call and Check-In, Quiet Activities

• 2:35pm Restroom Break

• 2:40pm Active Time (Gym or Playground)

• 3:15pm Restroom to wash hands

• 3:30pm Snack

• 4:00pm Restroom to wash hands

• 4:15pm Homework or Quiet Activities

• 5:15pm Group Activities, Enrichment Activities

• (This is flexible based on Homework needs and facility schedule)

**This schedule may vary at each site based on homework needs, school use, enrollment and planned activities.

View the current After School for Kids Parents Guide

After School Programs | Engineering For Kids

After School STEM Programs

Fun and engaging programs that promote learning—even after the bell rings!

At Engineering For Kids, we help children uncover the excitement and adventure
in the world of science, technology, engineering and math. We offer various
programs that develop children’s creativity and boost their STEM
skills, all the while having a blast—sometimes literally!

From budding engineers and future software designers to potential city
planners or even just kids who want to participate in fun after school
activities—Engineering For Kids has something for everyone.

Contact us with any questions you may have about our after-school programs!

Featured After School Activities

Know What Program You Want? Register Here

Know What Program You Want? Register Here

Not Sure? Contact Us

Not Sure? Contact Us

Why Do Parents Love Our After School Programs?

Keeping kids busy and engaged can be a challenge. With our hands-on classes,
camps, and
workshops, you’ll know that your kids are not only learning
valuable STEM skills, but they are having a blast while doing it!

EFK is more than just an after school STEM program. It’s a place where
your kids can explore and discover in a safe and structured environment.
We want to help children expand their social skills, academic expertise,
and problem-solving skills so they can build a bright future.

Why Do Teachers Enjoy Our After School Programs?

Principals, teachers and other community program managers love Engineering
For Kids because we do all of the work for you, which includes creating
all of the necessary marketing publications and completing payment processing
and registration. Our lessons are fun and appropriate for students between
the ages of 4 and 14. Your school has the option to use us as a stand-alone
program or include us in your existing curriculum schedule.

Additionally, our programs are
STEM.org Accredited and
Cognia Certified. We’ve taken the extra step to make sure we’re providing quality
lessons for our students. We also align with national standards, so you
can rest assured that the content we teach will help your students understand
the concepts they’re learning in the classroom.

We’re happy to start our programs any week that’s most convenient
for you in intervals of four weeks, eight weeks, or anything in between.
Best of all, there’s no additional cost to your school!

Frequently Asked Questions

Are activities offered in-person or virtually?

Both! We offer virtual classes so that kids are not limited by what is
being provided at their school or community. Engineering for Kids also
has programs in 90+ locations in 35 countries.

Don’t see a program in your area? We’re always looking for
franchise partners. If you want to bring EFK to your community,
contact us today.

Is there an age limit for students?

EFK has programs and activities for kids aged 4 to 14. We believe it is
essential to encourage kids to develop STEM skills at a young age and
instill an enthusiasm for learning.

What makes EFK unique?

We’re glad you asked! There are several after-school programs that
you may be considering for your child. At EFK, our focus is on building
up your kid’s STEM skills while in. We have seen how children grow
in confidence and capability through our after-school programs. We offer
STEM.org Accredited activities, and we are the only after-school STEM
program provider that lets your kids earn a certificate from Cognia.

Feel free to reach out to our after-school activity coordinators to learn
more about how we can work with your schedule! Call or contact us today
by filling out our online form.

Who are the children with after school?

Who are the children with …

November 19, 2020, 07:18

14 responses

Last –

November 19, 2020, 12:48 Removing

November 19, 2020, 07:42

#3

Guest

Will they come to check on you? Since the 1st grade, I myself went home from school and sat alone. Grandma worked. Because of people like the author, children do not have independence. Stop holding the baby by your skirt already.

November 19, 2020, 08:07

#4

November 19, 2020, 08:20

#5

November 19, 2020, 08:29

#6

Then I left to work, and the children were accustomed over the years to independence.
I didn’t build a dizzying career, but my efforts in my family gave a good result.

November 19, 2020 08:36

#7

November 19, 2020 08:53

#8

November 19, 2020, 08:55

#

November 19, 2020, 09:33

#10

November 19, 20000 9000 9000

#11 #11

November 19, 2020, 10:24

#12

November 19, 2020, 10:38

#13

19/19, 2020, 12:48

#14

Guest

Will they come to check on you? Since the 1st grade, I myself went home from school and sat alone. Grandma worked. Because of people like the author, children do not have independence. Stop holding the baby by your skirt already.

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Previous topic – opinion of the first director of the MGIMO Lyceum – Orthodox magazine “Foma”

Approximate reading time: 16 min.

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In our time, it is customary to plan a child’s future profession almost from the first grade and, based on this, select an “educational trajectory” for him. This is especially true in middle and high school. Should it be done? And if necessary, what mistakes should not be made? And why does a modern child need a school education at all?
We are talking about this with Roman Igorevich Kotov, MGIMO vice-rector for pedagogical programs, general and secondary vocational education, the first director of the Gorchakov Lyceum of MGIMO.

Photo iblsolimp.ru

Thesis one: Sometimes parents try to fashion a child in their own image and likeness. They ignore the obvious fact that their children are not themselves.

— Roman Igorevich, many parents are faced with a problem: they should already decide in which direction the child should move, what profile to choose, what future profession to think about. The child himself does not show pronounced preferences, he does not know what he would like. And it needs to be determined. What would you suggest?

– My answer may seem unexpected. I will not talk about the methods of identifying interests, career guidance centers. All this is certainly useful, but there are much more important things. It seems to me that this is the relationship between children and parents, the ability to hear and follow each other.

There are families where the child becomes the meaning of the life of the parents, where he is perceived as the highest value. Therefore, they create for him a supportive family environment in which his natural inclinations, interests and abilities are manifested, and his development is carefully discussed. In such a family, both the child himself and adults know what he has inclinations for and in which direction to move and improve.

There are families where the center is adults, their ambitions and desires. They can be guided by quite understandable considerations: I am a person, I have my own life, I take care of a child, I fulfill my parental duty, but my life is wider than serving my child. Here, too, there is a healthy grain, and risks – but the risks, in my opinion, are much more significant.

The main risk is to try to fashion a child in your own image and likeness in the past. Such parents do not feel the quite obvious circumstance that their children are not themselves, they are other people, with their own characteristics, needs, and most importantly, their own dreams. I suppose there is no pedagogical sense to impose on your child something that once did not work out for me. Suppose a person wanted to become a doctor, but did not succeed, and now he is trying to realize his unfulfilled dream in children. Such attempts, rather, “close the gestalt” of the parents in the past than shape the future of the child.

So, answering your question: parents should first of all look through the eyes of a child at their family life, its way of life, their interaction with children. Understand if they want to understand their children and find in children an understanding of their own lives? Do they see their child as a separate person? Do they share their worldview? Are they trying to impose on them their ideas about who to be and how to live, or are they rushing to the other extreme – come what may, everything will somehow collapse on its own?

Photo by the author Julia M Cameron : Pexels

— Let’s say the parents realize they don’t know their children very well. What should they do in this case? Here and now?

— The answer is very simple: you need to talk to your children. Constantly, using every opportunity for this. Even if parents are incredibly busy, if they work three jobs to feed their families, they will still have at least some time to communicate with their children. Let not ten hours a day, but ten minutes – but it will be.

And not to talk about utilitarian things. Not from the series – “warm up the soup”, “what did you put in algebra?”, “take out the trash” and the like. Talk about really significant, essential things that excite both children and parents. You can discuss the atmosphere in the class, find out if there are difficulties in the relationship. Tell some stories from your life. Watch a movie together and talk about it. Or discuss a book you’ve read. You can play a computer game together, since this is already our reality.

I would say even more: such conversations should be built around what is good and what is evil. It shouldn’t be intrusive, of course. But it is important that children always have the opportunity to ask their parents: is this good or bad?

In general, in our time, when ideas about good and evil have blurred, it is the family that should take on such responsibility – to form ethical values ​​in children. And in this, the family is similar to the Church; it is no coincidence that it is called the “small Church.” After all, the Church is now almost the only institution that provides clear moral guidelines.

Returning to the question “what should parents do?”. The more often they talk with children, the more the children themselves are interested in such communication, the more likely it is that the interests and inclinations of children will manifest themselves.

Second thesis: school does not necessarily have to be the dominant in the educational trajectory. A school lesson today is not so much a way to give a child knowledge as a way to consolidate them.

– There are different situations when parents do not understand the child’s preferences. For example, it seems to parents that the child is not interested in anything at all, except to lie on the couch with a gadget. But it also happens: a child has a busy life, in addition to school, he has five circles and ten sections, he is developed in every possible way. And what exactly he is more drawn to, he himself does not understand. Meanwhile, the time comes to choose the notorious “educational trajectory”. How to be in this case?

— I will say something again that will surely surprise someone. No need to rush, no need to try to decide immediately, at any cost. The life of a child is just beginning, modern children, perhaps, will live for more than a hundred years, if some global cataclysms do not happen. And there is no tragedy if a teenager or a young person makes his choice not on the threshold of the tenth or eleventh grade, but later.

After all, the USE is not the end of life. Suppose, after graduation, the young man realized that he wanted to do programming, and in order to enter the appropriate university, he had to pass specialized mathematics, and not basic. Tragedy? Not at all. A year later, having prepared, he will pass the profile.

But the trouble is that parents are urged on by an anxious feeling: they need it urgently, urgently, delaying death is like. This feeling of race, the feeling of time slipping through your fingers, pushes people onto the wrong path: “to enroll a child” at least in one of the decent universities. Despite the fact that the child himself does not want to go there too much.

I can assume that this anxious feeling comes from self-doubt and lack of independence. A parent wants to prove to others and, most importantly, to himself: I am a good father! I am a good mother! I do everything for my child!

Photo by the author Yan Krukov : Pexels

For the same reason, by the way, it happens that a child, in addition to school, has five circles and ten sections. Not because the son or daughter wants all this, but because it is so necessary, so right! Otherwise, they will say about me that I do not care about the development of the child, that I am a bad mother!

By the way, such “five circles and ten sections” often end in nervous exhaustion, and even somatic diseases. The child is overloaded, he has overstrained himself, he lives in constant stress, when something is always demanded of him: in a mathematical circle – to solve tasks given at home, in a theater studio – to learn his role, in the freestyle wrestling section – to master some technique, in tourism, to learn topographical signs; in a literary association, to write a story. Plus, school and homework. And everywhere there is a risk of not coping, not being on time, disgracing yourself, letting everyone down… Such a race in adulthood can turn into years of psychotherapy to restore resources and faith in one’s own strengths.

Therefore, the task of parents is to try to create an environment for the child in which his talents can be revealed. But this must be done for the sake of the child, and not for the sake of satisfying one’s own ambitions. And creating an environment does not necessarily mean arranging for him as many extracurricular activities as possible. Creating an environment can also be expressed in other ways: in trusting communication, meeting interesting people, past practices, immersing the child in a children’s and adult community, where he is psychologically comfortable, where he feels his relevance and competence.

In moving towards self-determination, tempo-rhythm is essential. It is the journey of the child himself at his speed and his conditions.

— Does the creation of such an environment mean a change in the format of school education? It happens that a child at school is so unpleasant that he does not even want to think about any in-depth study of something. And it’s not about some kind of extreme, not about bullying, but he’s just bored there, uncomfortable…

— Yes, maybe so. In any case, the health of the child – both physical and mental – should be a priority for parents. And if they see that the school has a depressing effect on the child, this should not be left to chance.

It may be worth combining different forms of education – full-time, part-time, part-time. Or maybe different forms of education itself – to switch to family education or self-education. The law allows us to do this. Of course, such a variety is not suitable for all children, but often becomes the best solution.

(Editor’s Note: For more information about homeschooling, read our material “Homeschooling”) objects, because, as they say, there are only 24 hours in a day.

Don’t misunderstand: I’m not exactly calling on the readers of Foma to do this, but I just don’t see the tragedy in the fact that, for example, a teenager in the humanities who takes the exam in English language and literature spends less time on topics in biology than his peer, who is preparing for a medical university. Although no one has canceled the issue of mastering the program, here in each case you need to make a decision, weighing all the risks. In any case, each person will make up for his gaps in his own time, when he has his own request.

Now we are approaching a very important and complex topic: to what extent the traditional format of school education, that is, the class-lesson system, corresponds to the realities of our time. The class-lesson system goes back to the great teacher Jan Amos Comenius, this is the 17th century. For its era, it was undeniable progress. A lot has changed since then. Now a school teacher or a school textbook is by no means the only source of knowledge. There are a huge number of sources. Very different – a lot of video tutorials, lectures, online courses and online schools, online educational resources, and so on.

Photo by the author Karolina Grabowska : Pexels

In today’s realities, a school lesson is methodically varied, and much depends on the skill of the teacher. Moreover, the emphasis is increasingly placed on the independent work of the student – if only because the level of children in the class is different, the teacher cannot afford to focus his attention only on the strong guys or, on the contrary, only on the weak ones, because then the rest fall out. And most often the teacher deals with the middle ones, and gives individual tasks to the weak and strong. But with the same success, if not more, these students could perform such tasks not necessarily in the classroom – the main thing here is to ensure timely control, but this is a completely solvable task.

The conclusion from all this is that the school does not necessarily have to be the dominant element in the educational trajectory. If parents and the school cooperate in their responsibility for the education of the child, then this can only be welcomed, because parents always feel their child better than teachers.

Here it is important to realize that there will be no instant results and there is always a risk that parents may make a mistake in choosing one or another educational strategy. But a family that consciously and patiently does this will definitely be successful and happy later. It is important to realize that we live in the future. Education has ceased to be a solution that gives a start in life. Education continues throughout our lives. Our life is a continuous process of knowledge and learning.

Thesis three: to force a child to give up what he is interested in and do what, from our point of view, will be useful to him in the future is a huge risk.

— It happens that the interests of the child and his abilities are not the same thing at all. The child shows interest, for example, in sports, but he has no inclinations, and therefore no achievements. Or it also happens that he went to some kind of circle for the company of a friend, he is comfortable there, but his parents see that this is not his, and therefore time is wasted. Is it necessary to stop such “fruitless” hobbies?

— As a father, I would never prevent my children from doing something that is interesting to them, although it is futile, in my opinion. It is important to pay attention to the productivity of such activities for the child, the formation of his skills of cooperation, responsibility, independence.

After all, how do we usually understand “future”? This is what, according to parents, is useless for success, a career. Such parents tell their children: go to the lawyers, you will be a respected person, you will earn decent money. But even if you look from these positions, you have to admit that we live in a constantly and rapidly changing world. What was considered stable and prestigious yesterday is perceived much more restrained today, and what will be in demand in ten, fifteen or twenty years, we can only guess, and it is impossible to understand how correct our forecasts are. Therefore, forcing a child to give up what he is interested in and do what, from our point of view, will be useful to him in the future, is a huge risk. Huge and, in my opinion, unjustified.

And secondly, here the story is not about a hypothetical future, but about the real present. Here the child is passionate about something, for example, music, although there are no special talents. But he is interested, he lives it, it inspires him. It does not matter that music will not become his profession, but now this hobby develops his soul. And what will happen if we forbid him to engage in “useless” music and impose “useful” mathematics on him? He will go out, he will become uninteresting in life, and he will certainly not fall in love with mathematics imposed by force. And I’m not talking about resentment towards parents, family quarrels, lost trust.

Photo of the author Yaroslav Shuraev : Pexels

In general, as for children’s hobbies, most often they naturally, as they grow older, replace each other. The child was fond of zoology, then switched to literary creativity, then he suddenly became interested in photography, then web design, then historical reconstructions … In most cases, sorting through this and that, the child eventually finds himself, finds the area where his interests, and his natural abilities. But before finding, he must go through the search, through trial and error. If parents intervene in this process by forbidding the “unpromising”, then they can only achieve that the search will stop, ending with nothing. Or, as an option, the child will hide his hobbies from his parents, and they, in turn, will have no idea at all what he lives and breathes.

And one more thing: it is not always clear to parents what their child has inclinations and what not. Sometimes this is obvious – for example, a musical gift, perfect pitch. Or artistic talent, when from an early age a child only does what he draws, and his drawings are admired not only by mom and dad, but also by people who are knowledgeable in art. But it also happens that abilities do not appear immediately. For example, if we are talking about the ability to foreign languages. They appear only when the appropriate environment is created, that is, when the child has someone to communicate with in a foreign language, there is a positive incentive to speak, there is no fear of getting a bad grade, being ridiculed. And now let’s imagine an ordinary school with ordinary foreign language lessons, a family where the parents themselves do not speak languages ​​and cannot support the child’s interest. Well, how can abilities manifest themselves here?

It is important to keep in mind that as much as we want to keep our children safe, “invest” in them the knowledge and tools to make them resilient and successful, the best we can give them is our happiness and peace of mind. It is they who will give them confidence in moving and finding themselves – without restrictions and fear of making mistakes.

In fact, we can only guess what knowledge and skills will become decisive in our life and at what moment it will happen. In the lifelong learning paradigm, those skills become those that bring the most inner satisfaction, because they work well and bring beauty and love to this world.

Fourth thesis: the school can help, guide, but it is the parents who should create and maintain the environment in which children’s abilities develop.

— But really, how to help a child to show their abilities? We talked about what parents should do for this – communicate, create an environment. But most of the time the child spends at school. Can the school somehow contribute to the identification of his talents?

— Of course it can! In any case, we will talk about schools that have teachers who are not indifferent, enthusiastic about their work, and this is not at all uncommon. I just wanted to move on to this, speaking of a predisposition to languages. Using the example of our lyceum, I can tell you how this is done.

For teaching a foreign language, the flow is divided into small groups, a positive atmosphere is created in the classroom, children are drawn into communication in the language without fear of making mistakes. Teaching a foreign language is also a lot of different extra-curricular activities in the language. For example, children put on a play. Let’s say a play by Shakespeare. In English. Or a debate, or a competition, also in a foreign language. Or an exciting quest where, among other things, knowledge of, for example, Spanish is also required. Or, for example, in our senior classes, lessons and electives in some subjects can be held in a foreign language. And in such an environment those abilities are revealed that for the time being were asleep. A similar approach is possible in relation to other school subjects.

By the way, just a couple of weeks ago in St. Petersburg, the Alexandrinsky Theater hosted the finals of an interschool competition in English, which was initiated by our lyceum.

Photo by the author Ron Lach : Pexels

— This is about the general work of the school with children. What if individually? How to reveal the abilities not in general, but of a specific Lena, a specific Sasha?

— If we are talking about teachers immersed in children, then such a teacher notices the peculiarities of his students and, after some time after starting to work with this class, understands who has what talents. Suppose a teacher of Russian and literature noticed that a particular Lena is good at writing essays, she can express her thoughts vividly, figuratively. It can be seen that for her language is not just a means for expressing thoughts, but she likes it in itself, she may be experimenting with it. So, the teacher concludes, Lena has a literary gift, and you need to talk about this with her parents.

Or the math teacher noticed that particular Sasha is the best at mental counting in the class, that he solves examples in the most rational way, that he likes smart problems. So, Sasha has mathematical abilities, and we need to talk about this with his parents.

In other words, the teacher here becomes a sort of intermediary between children with their gifts and parents, who may not have sufficient knowledge and competence to see these abilities in children. In fact, how did Lena’s parents know about her literary talents? It is unlikely that she reads her essays aloud. How would Sasha’s parents know about his mathematical gift? He does not add fractions at home in front of his parents. And if, in addition, Lena and Sasha are doing well with academic performance, then parents generally may not delve into their school affairs. Are the grades good? So that’s great! They do not do homework with their children, there is no need. Therefore, they do not face the manifestation of their abilities.

A good teacher observes children and communicates with them not only in the classroom. There are a lot of extracurricular activities: electives, expeditions, hikes, trips, sporting events, research activities, creative projects. Of course, we are considering the case when all this is done not for show, but for real. In such an environment, children can open up in a way that they never open up in the classroom.

And it’s not just about the manifestation of those abilities that are related to the sciences studied at school. For example, a child may suddenly show leadership qualities, this ability is very much in demand at all times. Moreover, few people know how to teach leadership skills purposefully, this is a gap in our pedagogy. (Editor’s note: For information on how to develop leadership qualities in a children’s team, see Tatyana Yostman’s article “Are Leadership Qualities Dangerous for Orthodox Children?”). Noticing this, the teacher can tell parents: your child has leadership manifestations, but he needs to earn some money – for example, to do public speaking, learn the basics of time management.

But still, if we are talking about revealing children’s talents, the main role belongs to the family. The school can help, suggest, direct, but it is the parents’ choice to create and maintain an environment in which children’s abilities develop. In order for talent to grow, the soil must be cultivated. Long and patient. And no one can replace mom and dad in this.

Interviewed by Vitaly Kaplan

After school – Teacher’s newspaper

No one can tell you better about how schoolchildren live today. We, adults, always worry about the fact that modern children sometimes have a lot of free time. Perhaps this is one of the myths that our authors will debunk today. All of them study in urban and non-urban educational institutions, are fond of reading, sports, and music. And, as it turns out, it’s good if they get enough sleep and manage to fit everything they dream about into their own waking hours. Read the reflections of modern schoolchildren and make sure that their world is as beautiful and amazing as it is possible in middle and high school. Children do not interfere with enjoying life and thinking about it, neither lessons, nor preparation for testing and control, nor VPR, nor the OGE and the Unified State Examination. They develop, create and smile just like we once did.

Elizaveta SELEZNEVA, 10th grade student of the Petrovsky Palace, Petrozavodsk:

Have my say

lessons. This is a very stupid time of the day from 14.00 to 16.00. For me, this is the most unproductive time. The middle of the day is a time for renewing the world within oneself, not for serious or important matters, although these concepts themselves are relative. The break between morning and evening is best seen during the day. I don’t find the strength to do anything serious at this time, anything other than thinking, reading or listening to audiobooks. And I don’t want to, I never had a desire to give up self-development, this is an important part of me. I realized that I had found my outlet in this time, it cannot be taken away, it is embedded in my being.

Every day after school I spend about 30 minutes on the way home listening to music, thus switching my day. When I get home, I have a delicious lunch. 20-40 minutes I run some songs on the ukulele, remember the chords and practice the riffs. I spend 15 minutes sketching and writing. Sometimes I paint by numbers when there is not as much motivation as usual. So simple, it’s not something incredible. It all takes an hour and a half a day, maybe more. But this is what my life is based on. It’s not even that I get very tired at school and this is reflected in my free time, not at all. You can study well and enjoy school without straining. Do not divide your life into school and everything else. It’s all about this time of day, it’s just meant for thoughts. Time is not uniform for me.

Some days, for example, I go to evening training in the pool. I was once told that spending 2-3 evenings a week on a hobby that is absolutely opposite to my profile and future profession, instead of preparing for the exam or drawing, is strange. I smiled sincerely. What’s the point of looking so far into the future? I need to be distracted and switch my attention now, this allows me to take steps forward more freely and not think that I missed something. This makes me more productive and gives me the opportunity not to stop, not to face burnout. As I noticed, I draw much better if I swam a kilometer or two in half an hour before that.

Alena BAIDAROVA, student of the 11th grade of the Shuya secondary school, Karelia:

Set priorities

At the beginning of high school, on the advice of teachers and parents, this did not suffer from studies and there was time for personal life. In my opinion, the most important thing is to prioritize. I have a humanitarian profile, so maximum attention to Russian and English languages, literature, social science. There are also tutors for support, so in addition to school homework, we will add tasks from assistants, too, time.
I am lucky that my best friend and I have similar goals for the future, so we can spend a lot of time together and usefully.
Only one day off for walks, cinema, drawing. I don’t have many household duties, my parents are sympathetic to my workload, so I fulfill requests to wash the dishes, sometimes cook dinner. I have long been accustomed to going to bed early, otherwise the next day (long tested and passed) will become unproductive, useless, if you like. Tired? Yes. Waiting for holidays? I will do the same: read literature, solve assignments for the exam. I think that I’m doing everything right, so I feel good, I don’t overdo it. I hope I don’t let myself down.

Ksenia BODROVA, 9th grade student of the Krasnottkatskaya school, pupil of the Proba Pera studio, Yaroslavl Region:

I create my own world

The school is quite interesting – communication with classmates and teachers, work and entertainment. But a child’s life is not limited to school. For example, in addition to general education, I also go to a music school. The piano is the very thing that I really like and soothe lately. In the cabinet with the instrument there is always a special atmosphere – beautiful and gentle motives sound. And the pieces that you learn can be difficult to remember, but when you are already able to play well enough, you get extraordinary pleasure from playing. For example, Astor Piazzolla’s “Libertango” is a bright, colorful work, and when we play it with my girlfriend in an ensemble, it sounds even more solemn, more powerful, louder and more beautiful. Or Beethoven’s Easy Sonata. A gentle and airy melody, although not at a slow pace. I also like to write poetry and songs. They usually have something that worries me or inspires me. Another world is created, some characters, lyrical heroes, a special atmosphere. This is the kind of thing that I can also go headlong into and calm down if something happens. For example, I wrote poems about winter, about the admiration of snowfalls. Or I composed a song about how a lyrical hero misses a loved one so much that he drowns in the past and lives only in memories. … In any case, after school, pleasant moments always begin in my life.

An important discovery that I made during my school years: yesterday will come to us today. It makes no sense to avoid routine, as if this is an inherently negative concept. Routine is simply what we do every day. What we do every day shapes our lives. The life of any person is a routine. It’s just that it brings joy to someone, but it doesn’t suit someone. But this is individual. Nothing from the outside will be able to influence this, even the opportunity, if it is missed. Remember Hesse: “There is no reality but that which we carry within ourselves. Most people live such an unreal life because they take external pictures for reality, and do not give a word to their own inner world.

Anastasia KRITSKA, 5th grade student of the Krasnottkatskaya school, pupil of the Proba Pera studio, Yaroslavl Region:

Crocodile and cartoons from laziness

When I come home after school, I often want to be lazy. And then I watch cartoons, my mother recommends watching good cartoons that motivate me to do household chores and homework. Among my favorites are “Nekhochukha” and “How the donkey fell ill with sadness”. Imagine, once our Russian teacher sent a whole post “Cartoons from laziness” to our class group. I noticed that they help, because when I do my homework after that, it becomes easier and easier. And often after school, my classmates and I stay in the classroom. What is happening there at this time cannot be described in one word. Some meditate right on their desks: they sit in the lotus position, thereby receiving positive energy from the cosmos. Others draw all sorts of crocodile on the board. And the rest sit under their desks for fear that a cleaning lady or some teacher will come into the classroom. They will see crocodile finch, and guys meditating in the lotus position, and it will be oh-oh-oh. And outside the window the reddish evening sun shines. Still spring, and ahead of the way home through the snowdrifts and puddles. Tea at home, parents – so good. And tomorrow there are lessons again, crocodile and cartoons from laziness.

Alexander ROKOTYANSKY, 11th grade student of School No. 9, Petrozavodsk, Karelia:

Overclocking for graduates

located near Petrozavodsk. I return home from school by 17.00-18.00. I used to get into video games right away, but now before exams, I decided to completely clean my computer of unnecessary things. Haven’t played in six months. Coming home, I have dinner, sometimes I can lie down and fall asleep for an hour or half an hour. Then there is preparation for tutors and the lessons themselves at home remotely. Classes end at 21.30-22.00, after which there is a mandatory listening to music. I believe that music can lead to inner harmony and motivate to move towards the goal. Before going to bed or in the morning before school, I do my homework, and everything is new. Sometimes, instead of music, I read the works of Jules Verne, I can watch videos about computer components – this is my hobby. I plan to invest in a computer in the summer and do overclocking (the process of increasing the clock frequency of a computer component above normal modes in order to increase its speed. – Note ed. ). At the moment, I can only reflash the motherboard and overclock the processor using the BCLK profile. I began to combine my hobby and preparation for the exam in physics – I look at a large amount of information about the laws of direct current, this has a strong influence on the perception of science. According to my observations, it is enough to understand the basis of any science, apply it in life, analyze this work, such an experience will be hard to forget. At home I try to learn as much as possible and do my homework.

Polina MAKAROVA, 10th grade student of the Krasnotkatsk school, Yaroslavl region:

Monotonous gray everyday life

hours doing homework and getting ready for the next day. After sleep, I go to the gym (personal, it is at home) and spend half an hour or an hour training. Then I go out for a short run. I work out to maintain physical fitness, as I plan to take the TRP, and in general, physical activity will never be superfluous. Then I devote two or three hours to personal or household chores. Then I sit down for lessons. And here it’s already how lucky: maybe I’ll have time to do it in two hours, maybe in five or more. After doing my homework, I try to take some time to read (not according to the program, but out of personal interests). I really like to read, in my free time I read 100-150 pages a day, because of my studies, of course, I often get less. But I need additional literature for self-development, enrichment of the lexicon, it is more of a spiritual need. In the choice of books I try not to be limited – from Plato to Camus, where the soul will lead. I also devote time to drawing, because without creative self-realization I will not be able to live through monotonous gray everyday life, I will quickly come to emotional burnout. I paint, sometimes I even sell my paintings. Even though I am a self-taught artist, for some reason people like my paintings. Drawing images from my head is a kind of recreation of my inner reality, as well as a good therapy that helps to cope with internal experiences.

Marina ZHITNIKOVA, student of the 9th “A” grade of the Shuya secondary school, Karelia:

“Homework” until late at night

I study in the 9th grade. I return from school late – around 17 o’clock. I am preparing to enter a medical college after basic school, for this you need to have a good passing score. I have to go to additional classes in order to better prepare for the OGE. It’s good that I have a second life after school – sports. These are floorball classes (hockey in the hall. – Note ed. ). Three times a week in the evening in the gym – a good unloading after hard mental work at the desk.
Switching from one activity to another is great offloading. But homework these days has to be done until late at night. My parents are in my position, they protected me from almost all household chores, except for cleaning my room, they try in every possible way to make life easier for me, because I spend a lot of time doing homework, I want to look decent in class so that I don’t have to blush for poorly done homework. I do not lack communication with friends, because I meet with them in training, but I can only go out or go to a party once a week, on weekends, sometimes even less often. I go to bed late, I get up early, but I do not experience much difficulty. I get tired, my mother says that she feels sorry for me, since the working day of my parents is shorter than mine, by a fairly large number of hours. I am happy, I go to school with pleasure, where I am loved, understood, respected. I love sports, I miss it if I miss a workout. I go to the goal, achieve the desired hard work.

Victoria SMIRNOV, 5th grade student of the Krasnotkatskaya school, pupil of the Proba Pera studio, Yaroslavl region:

Hits from my life

dog. My dog ​​named Zeus loves to walk. One day we went to the forest and took him with us. We played hide and seek in the forest. I was with my sisters and my mother. Mom watched from the side as the three of us hid behind the trees, and Zeus barked for us. In winter, we take him up the hill to ride cheesecakes, but he is very afraid of them. When someone sits down to ride down the mountain, he starts to bark strongly and drive away from a suspicious object. My dog ​​gets mad at people with glasses, masks, and hoods, and is also suspicious of fishermen with rods and grannies with ski poles. This is such a wonderful dog. Now you understand why I’m in such a hurry to get home. On Tuesdays and Fridays I have a music school after school. Uliana Sergeevna, my favorite solfeggio teacher, is very kind! We listen to some song, then determine how many bars, notes it contains and select the accompaniment. On Saturdays, we study at the Studio “Test of the Pen” with Alexei Vladimirovich. It is interesting with him, at every lesson there is something new and exciting. We compose mini-stories with two given words that do not fit at all, or fiction stories. We even had a library night once! And we also have a summer camp “Test of Writing”, where we travel, create creative projects, meet writers and poets and learn from them. Even on Saturdays I have a lapta. I met Anna Nikolaevna, the leader of this circle, at a tour meeting. We were on the same team and became friends. Our team was called “Karabikha Pictures” and was the most fun! Karabikha is the name of a village not far from our school, it was there that the poet Nekrasov once lived! And the song “Karabikha Pictures Doesn’t Represent” was a hit of that tourslet. My mom also bought herself a new guitar. I sometimes teach her how to play the guitar, and sometimes she teaches me. She manages to play busts, but the fight does not work. And I have the opposite. But most of the time this winter I spent on the ice rink in Beryozki Park with my friends, even when it was very cold. My mother scolded me for it. But on the other hand, I received a charge of vivacity, positive and health.

Dana FANKINA, 9th grade student of Shuiskaya secondary school, Karelia:

Continuous work

I am an excellent student, and it is quite difficult. I devote a lot of time to studying. My lessons end around 4:00 pm. I come home, have lunch and sit down for lessons. On average, my homework takes me four to five hours, and if there is any test work the next day, then all six. This is not counting the preparation for exams, which I do most often on weekends for two or three hours or when the task is less than usual, but I try to solve at least a few tasks every day. In addition, I have household chores that I do most often after 22.00, sometimes between lessons. In addition to all this, I play volleyball. I have training twice a week since 19.00 to 21.00 if there are no competitions. These days I sit for a very long time with lessons, as I have almost nothing to do before training. But, while playing volleyball, I get a little distracted from my studies, I have a rest. In general, being an excellent student is continuous work, but I think it’s worth it.

Serafim KUKUSHKIN, student of the 9th “B” class of the Pryazhinsky secondary school
of the secondary school named after the Hero of the Soviet Union Maria Melentyeva, Yarn, Karelia:

Develop or degrade?

Each new day is different from the previous one, there is always something new going on. But, of course, they also have similar features. For example, every day after school I go to the music school named after V.L.Kalaberda, where I have been studying for 9 years. Three times a week I go to the sports section under the guidance of Valery Yakovlevich Kononov. Weekends are devoted to basketball. I do research related to the history of my small homeland, and in the evenings I do my homework.
Since I am now graduating from both secondary and music schools, I try to pay more attention to preparing for exams in order to have a chance to enter an educational institution after the 9th grade. In addition, I also have responsibilities: walking with my younger brother and sister (they are not yet a year old), taking care of my pets – two dogs of the Siberian Husky breed. The rest of the time I devote to creativity: I sing, for two months I have been working on my YouTube channel “Light of Truth”, where I touch on spiritual and educational topics. Often people ask me questions: “How do you manage to do all this? When do you rest?” Yes, I’m already somehow used to such a routine, creative work is a vacation for me.

In conclusion, it is natural for a person to be busy. In life, he has two paths – to develop or degrade. So, a person, having free time, should make every effort to self-development, self-improvement, in order to develop his talent and his skills to the maximum, as far as possible, level, in order to be useful to society.

Sima GOLUBEVA, 7th grade student of one of the gymnasiums in Petrozavodsk, Karelia:

I love classical music

Usually my lessons finish by two o’clock and I come home. Upon my return, I have lunch and rush to my art school classes. Now drawing is my main hobby, and I am ready to spend several hours a day to develop my skills. The art school has a calm and relaxed atmosphere, and I really like it. In public school, I often get anxious about test scores or an upcoming test, but in art school, I can create what I like. For example, various figurines made of clay. After the drawing class, I rush home to do my homework and spend time with my family. Sometimes I have difficulty solving given exercises, and algebra and geometry are especially difficult for me. Usually I watch educational videos on the Internet on a difficult topic, sometimes my parents help me. While doing homework, I get tired, so after mental activity, rest follows. Very often I read books, I prefer the classics. I like to immerse myself in the atmosphere of the described time. Sometimes I watch movies instead of reading literature. Then I have dinner with loved ones and get ready for bed . ..

Pavel SECHIN, 6th grade student of the Red Weaving School, Yaroslavl Region:

Isn’t that a joy?

Every day after school I do my favorite thing – I go to the football section. At the age of seven, I started playing football in the Tekstilshchik team with coach Andrey Vadimovich Teshkin. He taught me how to play football properly. I am very grateful to him for this. Now I am studying at the sports school of the MU secondary school No. 13 of Yaroslavl. We constantly have different tournaments, competitions, in which there are victories and defeats. For example, on March 13, 2021, the Open Winter Championship of Yaroslavl among boys born in 2007 ended. Our team became the winner, and I was recognized as the best player. Isn’t that joy? After that, there is an even greater desire to win. In order to be a good player, you need to make a lot of effort, perseverance and hard work. Also in football you need to think, build a strategy and try to predict the opponent’s actions.