Leaders bilingual academy: Leaders Bilingual Academy Daycare | IRVING TX

Leaders Bilingual Academy Daycare | IRVING TX

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About the Provider

Description: Leaders Bilingual Academy Daycare is a Licensed Center – Child Care Program in IRVING TX, with a maximum capacity of 193 children. This child care center helps with children in the age range of Infant, Toddler, Pre-Kindergarten, School. The provider also participates in a subsidized child care program.

Additional Information: Initial License Date: 6/22/2020.

Program and Licensing Details

• License Number:
  1699445
• Capacity:
  193
• Age Range:
  Infant, Toddler, Pre-Kindergarten, School
• Enrolled in Subsidized Child Care Program:
  Yes
• Initial License Issue Date:
  Jun 22, 2020
• District Office:
  Dallas
• District Office Phone:
  (214) 951-7902 (Note: This is not the facility phone number.)

Location Map

Inspection/Report History

Stepping Stones Academy – Rosenberg TX Licensed Center – Child Care Program

Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.

If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.

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Review Policy:

ChildcareCenter. us does not actively screen or monitor user reviews, nor do we verify or edit content. Reviews reflect
only the opinion of the writer. We ask that users follow our
review guidelines. If you see a review that does not reflect these guidelines, you can email us. We will assess
the review and decide the appropriate next step. Please note – we will not remove a review simply because it is
negative. Providers are welcome to respond to parental reviews, however we ask that they identify themselves as
the provider.

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Leaders Bilingual Academy | DALLAS TX

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About the Provider

Little Sunshine’s Playhouse And Preschool – Colorado Springs CO Child Care Center

Description: Leaders Bilingual Academy is a dual language licensed center, where caregivers will provide a nurturing, fun and safe environment for your children to learn, socialize and grow.

Caregivers will help improve your child’s learning by implementing subjects from High Scope Curriculum. Subjects will be taught in both english and Spanish.

Our center also provides maximum security and is open all year round.

Additional Information: Initial License Date: 3/11/2015.

Program and Licensing Details

• License Number:
  1558917
• Capacity:
  148
• Age Range:
  Infant, Toddler, Pre-Kindergarten, School
• Enrolled in Subsidized Child Care Program:
  Yes
• Initial License Issue Date:
  Sep 04, 2015
• District Office:
  Dallas
• District Office Phone:
  (214) 951-7902 (Note: This is not the facility phone number.)

Location Map

Inspection/Report History

Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.

If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.

Reviews

Be the first to review this childcare provider.
Write a review about Leaders Bilingual Academy. Let other families know what’s great, or what could be improved.
Please read our brief review guidelines to make your review as helpful as possible.

Email address (will not be published):

Display name:

Which best describes your experience?:

Select from belowI have used this provider for more than 6 monthsI have used this provider for less than 6 monthsI have toured this provider’s facility, but have not used its servicesI am the ownerI am an employeeOther

Rating (1=poor, 5=excellent):

Select your Rating1 star2 star3 star4 star5 star

Review Policy:

ChildcareCenter. us does not actively screen or monitor user reviews, nor do we verify or edit content. Reviews reflect
only the opinion of the writer. We ask that users follow our
review guidelines. If you see a review that does not reflect these guidelines, you can email us. We will assess
the review and decide the appropriate next step. Please note – we will not remove a review simply because it is
negative. Providers are welcome to respond to parental reviews, however we ask that they identify themselves as
the provider.

Write a Review

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Digital Leaders: Keystone Cyber ​​Classroom Teaching

It is one o’clock in the afternoon and while many students are taking their lunch break, eighth-grader Mandy Zhao remains in front of her laptop to talk to someone. It’s not her teacher nor a classmate but a Grade 2 student from Wuhan. The two children chat online and play word games via a video conference platform.

This activity, which Ms. Zhao is doing in addition to Keystone Academy’s day-to-day online learning program, is part of the Shoulder to Shoulder Public Service Student Grant 肩并肩公益助学 initiated by Keystone parent Cindy Huang and one of the educational institutions. Eight Keystone students are currently volunteering to teach English to schoolchildren living in the outbreak-hit areas of Hubei province. nine0003

Since the beginning of classes on Valentine’s Day, Ms. Zhao has taken turns teaching a student who “became more optimistic after this class” with a classmate.

“His English ability is not that great yet, so it takes us a long time to explain some new words. However, we have learned to be patient to help him remember. In addition, I communicate with him and tell him that we will always with them to overcome the difficulties they face there. ” nine0003

Determining what to do during a “large experiment”

as many as 372.3 million school-aged children and youth are affected by the COVID-19 pandemic. Three-quarters of that number – or 276 million children – are based in China.*

In mid-February, China’s Ministry of Education launched an online learning platform and began broadcasting elementary school lessons on public television to address the disruption in education. Schools using the Internet and mobile apps are struggling due to technological limitations and time zone differences. nine0003

This “new normal” has been met with mixed reactions, with many parents taking to social media to complain that online learning programs are “too tiring and frustrating.” Others are concerned about the effects of too much screen time on their children’s vision.Meanwhile, some international school teachers say they find it hard to “hidden workloads, technology hurdles and issues of student accountability while delivering quality teaching. ” nine0003

Despite these issues, Keystone Academy Head of School Malcolm McKenzie believes that everyone has a role to play in the “massive online learning experiment” across the globe. In his letters, Mr. McKenzie has continuously reminded the Keystone community that “we all need to be flexible as this crisis continues to work itself out.”

“As members of a great school, our behavior influences others, both big and small. What we do and say and how, spreads through our community and beyond. Our families look to us for guidance and wisdom. These actions define us every day and will define us in the future,” Mr. McKenzie tells his colleagues. nine0003

Outbreak instability

People on the many affected sides of the current pandemic are unsettled by the uncertainties or grapple with constant chaos. But Chinese teacher Jinghui Du believes the crisis doubles as a “rare opportunity” for deep reflection and growth, especially for students.

Ms. Du, along with three other Chinese language and literature teachers in the ninth grade, organized a special course in which they analyze “The Plague” by French-Algerian writer and journalist Albert Camus. In the reading guide, Ms. Du refers to previous literature lessons on the “chains of life,” which the students summarized as “poverty, disease, the environment, ideas, and politics.” nine0003

“At that time, none of us thought about the plague, because it happened in the distant past. But today we are witnessing a pandemic caused by a new coronavirus,” the guide says. “We can neither travel nor breathe freely. The coronavirus has trapped us firmly and some have died because of it. How can we resist it now? How can we be freed?”

Saying she feels being “in a state of war every day,” Ms. Du adjusts the content of her classes to match the rhythm of the crisis. This encourages students to participate in the discussions as some of them pay little attention to the news coverage of the pandemic. nine0003

Ms. Du asks her students to take note of the passages that not only touch them but also ring true to what is happening, so they can discuss them in the online class. One student, for example, has reassessed the image of heroes of the crisis: that they are not like the Avengers who have superpowers, but they are the ordinary people who risk their lives or make sacrifices to save others.

Ms. Du says she has seen the growth and the change in the disposition of her students since starting the literary activities. To gauge the understanding of students, Ms. Du asks them to design posters that connect outbreak images to philosophical sentences in The Plague. Ms. Du has also asked her students to compose a short novel inspired by their reflections. nine0003

“Students need to be encouraged because they are not left out of this event. If they are not guided and allowed to stay at home, it will be the ‘new disaster’,” she says.

Online Connections, Real-Time Experiences

Keystone Physical Education teacher Aki Mustonen conducts his online classes while away from Beijing. at Keystone

The ninth-grader volunteers for Free English, an online platform initiated by five other peers from another international school in Beijing. They use a video conference app to teach English to Wuhanese youth.

Although Ms. Jiang says her English is “not very good,” she still thinks this is her chance to help children in the middle of a health crisis. So far, she feels the difficulty of teaching online, given that her student is unresponsive. She turned to her advisor, Mr. Mustonen, for help with getting involved in the class, and “it worked” for her young student. nine0003 Screenshot from Ella Jiang’s G9 online class

Ms. Jiang said that this opportunity showed her the challenges and benefits of being a teacher. This not only helped her find her ideal teaching methods, but also allowed her to be patient, improve her creativity, and develop her problem-solving skills.

“And online learning made me rethink everything I learned in school! I feel excited,” she enthuses. “If not for this situation, I would not have started this amazing journey. I really opened my heart to teaching.” nine0003

“This is a great example of Keystone’s shared values ​​of compassion – “acting with a generous spirit and making a positive difference in the communities in which we live and learn,” says Mr. Mustonen of his client. “I believe that for Ella this is a special experience and the beginning of a lifelong journey that she will discover along the way. ” Fifth grader Lily Pang excitedly introduced “Anti-epidemic hero” who courageously fights the threat of the coronavirus with protective gear, drugs, and 75% alcohol.0003

An elementary school student submitted her work for an assignment in the class of English teacher Cathy Herring. Ms. Pan says “Anti-epidemic hero” is her way of celebrating the “hard work and impressive courage” of medical workers working in outbreak areas in China.

Artwork by G5 Lily Pan

In the class of Chinese teacher Emily Huang, a “healthy competition” has just concluded. The poster contest titled “A Healthy Life Starts with Me” aimed at encouraging students to visualize the new words they have learned while maintaining a healthy lifestyle. And speaking of staying fit, sixth-graders are following a fitness program template as part of a home physical activity plan. nine0003 Emily Huang class poster Screenshot of home physical activity plan by Dr. Maureen McCoy

Keystone teachers are also utilizing various online applications to keep day-to-day learning fun for students. Primary students of Mathematics teacher Thomas Fassler get a chance to build their own 3D object—making it easier for them to visualize math concepts. Mr. Fassler says the Tinkercad site integrates technology with the math curriculum, and it holds appeal for youngsters wanting to explore, create, manipulate, and play with objects in space. nine0003

Meanwhile, PE teacher Phil Farrol is using Microsoft Teams to send homework to his 10th grade students. When Mr. Farrol ran into a little difficulty, his student Kevin Zhang helped him with a seemingly simple task: taking screenshots of a classroom assignment. This small action by Mr. Zhang has become an important resource for the class, given that some students also had technical problems with the program.

In Personality and Societies teacher Florin Keja’s classroom, students get creative with FlipGrid, where they respond to lessons and prompts with emoji videos, text and gifs. They also use Pear Deck, where students interact with presentation decks by adding sketches or drawings. Ms Kezha says she wants her students to “express their thoughts clearly and give proper feedback to their peers.” nine0003 Screenshot from Florin Keja’s lesson

Instilling a sense of normalcy in students

Elementary school teacher Kathy Herring says that during her six weeks of participation in Keystone’s online learning program, she learned new technical skills that will benefit her class and practice in the long run teaching.

Although she misses the “face-to-face and individualized conversations” with her students, Ms. Herring tries to give them a “sense of normalcy and calm” through reading the books that they have started in the fall—with her recorded videos as a guide. The films “[are] not an assignment to submit, just a time to relax and connect with their teacher, their classmates, and a familiar story, simultaneously.” nine0003

Chinese teacher Qiongqiong Feng believes it helps students when teachers find ways to give a sense of security and stability no matter what circumstances they are facing. Currently, her online classes make use of four separate platforms for connection, assignments, reminders, and feedback. Ms. Feng says these methods are some ways to offer convenient, prompt, and stable means of communication to a successful online classroom.

Student teacher Mandy Zhao is happy that Keystone’s online learning program allows her to think more independently, conduct research, and help others remotely. nine0003

Among the special moments of Ms. Zhao’s work in her online class, the most significant was when her student showed the look of his mother and the activities they do at home. For her, this small glimpse into family life in a health crisis evokes a sense of stability and compassion. The experience also makes her remember her Keystone teachers who are “always enthusiastic and enthusiastic” during online classes.

“I want to meet with my student face to face in the future,” Ms. Zhao says. “Seeing how much he has gained through this process motivates me to continue and do better. And I also learned that online teaching does not affect the teachers’ passion for delivering knowledge, even if we are in different parts of the world, we are still connected.” nine0003

*UNESCO data as of March 12, 2020
Photos: Mandy Zhao, Ella Jiang, Lily Pan, Emily Huang, Maureen McCoy and Florine Keja

English – LEADER

English

3

Sign up

During the renovation of the Quantorium building, classes will be held on the basis of the sports complex at the address: Naryan-Mar, Menshikov street, 17

This program ensures the development and improvement of the communicative competence formed by this time in English in speaking , listening, reading and writing, including linguistic and socio-cultural competencies, as well as the development of educational, cognitive and compensatory competencies. nine0003

This program is designed to work on a communicative methodology and is aimed at the practical development of the skills of oral and written communication in a foreign language.

Teachers

Content of the program

TOPIC IN THE PROGRAM

The result of the program

Special conditions for

Material and technical base

Content of the program

Program

9000

0002 Special conditions for carrying out

Material and technical base

This comprehensive program “Smile” is a variant of the program for organizing circle activities for younger students.

• The English sub-program covers the following topics: school supplies, toys, my body, occupations, the park, my family, my clothes, my home, my breakfast, my friends, the zoo, food, drinks, my room, verbs , beach.
• Subprogram “Fine Arts”: drawing from nature, from memory, from imagination; decorative drawing; experiments with paints (combining colors, mixing, multilayer application of colors, applying paint to different surfaces, painting on wet, etc.), acquaintance with works of art (demonstration of reproductions, photographs, illustrations), studying and performing works in non-traditional techniques drawing (pointillism, stencil, drawing with fingers, drawing with paper napkins, right-brain drawing, soap bubbles, soft material, sketches, etc.