Approximately 144 excited kids arrived early Friday morning at Saint Edward Park in Bothell to experience what life has to offer in an outdoor classroom. Kids who usually spend their days in a traditional indoor classroom were able to experience learning in the beautiful natural setting.
The Woodmoor Elementary PACE Program (Parents Active in Cooperative Education) offers many unique learning opportunities. For Outdoor Education Day, kids were given the chance to learn how to create their own box oven and enjoy the tasty pizzas they cooked with adult supervision.
The Sarvey Wildlife Center brought owls, falcons, hawks and other birds. There was a woodworking station, a live bat station and a geology table.
The Seattle Science Center allowed the kids to learn about rocks created by volcanoes and observe a model volcano in action.
Tours were guided on the trail to allow children to learn about the watershed.The Eastside Audubon Society was also there to give the kids an introduction to birds.
When there was down time during lunch, PACE parent Eric Stray was on hand with a sound system, allowing any child who was interested to dance in the grass.
Kids of all ages came to celebrate a day they will not soon forget — one filled with learning and surrounded by their peers.
Outdoor Education Day Coordinators Heather Stanley and Shannon Cortinas, along with many other parent volunteers, worked countless hours to bring this fantastic event to fruition. Was it worth it?
Just ask the kids who are still proudly wearing their PACE wristbands and talking about the adventures of that day and probably will do so for years to come.
The Woodmoor PACE Program is a choice program offered through the Northshore School District. Placement is by blind lottery, open to children ingrades 1-6 (space permitting).
PACE is committed to an enriched learning environment, emphasizing active participation of parents, innovative teaching techniques, and creating a partnership of teachers, parents and students. PACE at Woodmoor Feeder schools include: Canyon Creek, Fernwood, Maywood, Moorlands and Woodmoor Elementary schools.
PACE at Woodmoor is hosting an information evening on Tuesday, October 18, at 7 p.m.
For additional information, call (206) 861-5692 and visit the website at www.nsd.org/WoodmoorPACE.
Nine million prescriptions were written last year in the United States for school- aged children for attention deficit hyperactive disorder (ADHD). In 1975 roughly 150,000 children were taking Ritalin. In 2003, the latest figures available, about 6 million American children took Ritalin.
Drugging children to get them to behave seems to be the trend. What we have learned in the past 10 years with information from FMRI’s (functional magnetic resonance imaging) of children’s brains is how rapidly the brain is changing and developing. Neurologists call this brain development “brain plasticity.”
Children are learning how to concentrate and neural pathways are being created in the brain structure for concentration. We need to ask: Are we using drugs to change behavior or our children’s brains? Surely there is a better way.
A study using FMRI’S on monks’ brains showed that during meditation the monks’ brains changed dramatically, suggesting that mental training changes the structure of the brain.
Dr. David Stein, author of Ritalin is Not the Answer and father of two sons diagnosed with ADHD, says that our children have learned to be inattentive instead of learning to pay attention. Children with ADHD haven’t been shown how or when to pay attention. Stein lists these behaviors that parents and teachers associated with ADHD:
Active Manipulations: Not doing as told (non-compliance), defying commands (oppositionalism) and temper tantrums.
Verbal Manipulations: Poor-me statements, negative statements, nagging, interrupting, physical complaints (saying they are ill or hurt when in fact they are not).
Inattention Behaviors: Not paying attention, helplessness and dependency, dawdling, poor reading skills, poor school performance.
Other Common Misbehaviors: Tattling, fighting with siblings, aggression, lying.
With his caregivers skills program, Stein recommends visiting with the child and going over this list, saying something like: “My job is to help you learn how to pay attention. Here are some behaviors that show me you are not paying attention. When I see you doing one of these things, I’m going to ask you to go to a chair and sit for 10 minutes. Then I will come and ask you why I sent you to the chair. If you can’t tell me, I’ll ask you sit for another 10 minutes or until you can tell me.”
“The chair” is a place where the child is safe and comfortable (Stein recommends an upholstered chair), but cannot see, hear or do anything distracting — no TV, radio, music. No window to gaze out of. No books or toys. And no talking. Just the chair, the child and his or her thoughts for 10 minutes.
An example: We’ve asked Tommy to get his pajamas on. He makes no effort to do so. We give no second reminders. We simply say, “Tommy, please go to the chair.”
Tommy starts to cry. “But Mommy, what did I do? I don’t want to go to the chair.”
Kindly and silently, we walk Tommy to the chair, then say, ‘Ten minutes.”
If Tommy talks or gets out of the chair, we add another 10 minutes to his chair time for each infraction.
After 10 minutes, we return to the chair and ask, “Why did I send you to the chair?”
Tommy should say something like this: “Because you asked me to get my pajamas on and I didn’t turn off the TV and I started watching another show.”
If Tommy says, “I don’t know,” we kindly say, “Ten more minutes.”
I have used Dr. Stein’s program successfully with five to nine year olds. My experience is that a child will do a 20- or 30-minute session in the chair only once. For children under age five, five minutes instead of 10 may be appropriate.
Dr. Stein’s technique trains a child to think and pay attention. Those 10 minutes in the chair are spent creating mental pathways for concentration. With Dr. Stein’s program, as the adults in charge, we can unemotionally direct the child to appropriate behavior. No raising our voice. No saying, “How many times do I have to tell you?” We make requests once.
Dr. Stein makes recommendations for situations requiring stronger measures. If a child continues to be disruptive, consult a pediatrician or family counselor for guidance in establishing effective training techniques.
Let’s teach our children to pay attention, instead of paying for drugs. Let’s use brain plasticity to help our children learn to attend and to “be here now.”
The concept of respect is so fundamental to Immanuel Kant’s moral philosophy as to comprise the only proper stance of one human being toward another. In his Groundwork for the Metaphysic of Morals (1785), Kant writes, “Act in such a way that you treat humanity, whether in your own person or the person of any other, never simply as a means but always at the same time as an end.” Treating people respectfully, then, for Kant, is to treat them as ends in themselves and therefore humanely, acknowledging their free and rational natures. At a basic level, student respect demonstrates an awareness of the fundamental differences making us all unique. Respect at Dartmoor builds on this awareness beginning with the enrollment meeting, wherein students have a chance to articulate their educational experience, their triumphs, and their frustrations. This stance of respect continues throughout a student’s attendance at Dartmoor. All of our students have individualized programs that, while referencing general standards, remain relevant to specific learners, all of whom we consider to be sui generis.
These programs originate from a battery of internal assessments as well as professional evaluations, and the anecdotal information shared by students and parents. Another key to showing student respect resides in the fact that we place all students at instructional level rather than grade level: sometimes these are the same, but when a discrepancy exists, we modify programs to fit our students and not vice versa. This means a 10th grader who reads at a 7th grade reading level begins with 7th grade reading skills and builds from there, and a 7th grader who reads at a 10th grade level starts with 10th grade materials.
As a student progresses, Dartmoor staff ensure the program evolves organically to accommodate the student’s growth and changing needs.This simultaneously guarantees student engagement and demonstrates respect for the learner. For most students, Dartmoor’s approach represents a volte face from their former academic experiences in which the inertia toward conformity dominates with its apparatus of authority and attending rewards and punishments. The Dartmoorian educational experience rather is one of liberation, reengagement, and rediscovery in which students revive their innate passion for learning. Respect is the seed of transformation here, and, for all of us at Dartmoor, helping students realize their potential more fully is both compelling and rewarding work.
Ever seen a perfect pumpkin? Is it the color, or the spherical shape, or the weight that we use to determine worthiness in our holiday décor? Well, according to local farmers this may be the year to go out and seek this wonderful member of the squash family. We managed to catch Diane Hart (formerly Diane Remlinger and a third generation farmer in the Snoqualmie Valley) for a quick pumpkin update.
“The Remlinger family is thrilled with this year’s crop. Perfect complexion, vivid orange coloring, fantastic shapes and durable skin. What more can you ask for in a pumpkin?” This is a great outcome for the Remlinger Farm family as they, along with nearly every other Western Washington farm, have experienced a late harvest of nearly every berry and veggie crop this year. Remlingers actually plants every year in two of three patches (leaving the third to rest) to up the chances of “pumpkin” success and boy did it pay off this year. So put on those boots, load the kids up and visit the popular Remlinger Farms for pumpkins and a host of Fall Harvest activities (every weekend in October).
DiStefano Winery is offering casual meals and family style culinary dinners. Courtesy photo.
Wineries are known for their wines, but at DiStefano Winery, food also takes prominence.
This summer, the longtime local winery entered the dining arena, offering casual meals and family style culinary dinners. Although the winery had been doing special events for a number of years, outside caterers had always provided the food.
“It was as a direct response to these events that we decided to build a kitchen and expand our dining area, which we call the Cellar Room,” explains Jaci Kajfas, DiStefano’s event coordinator. “Now, we can seat 40 people for an intimate sit-down dinner in the Cellar Room, as well as offer casual food options in our tasting room or out on our deck when the weather is nice.”
During regular hours in the tasting room, the emphasis is on bistro style, with offerings that include small artisan plates consisting of local cheeses, charcuterie, house marinated olives, fig jam, bruschetta and Macrina baguettes, along with Muffuletta or New Orleans style sandwiches and assorted salads.
Delectable dinners, “culinary delights that tantalize the imagination,” as DiStefano owner Mark Newton describes them, take center stage in the Cellar Room on various weekend evenings.
They feature fresh local cuisine accompanied by the winery’s high quality, award-winning wines.
An open kitchen design allows diners the ability to watch Executive Chef George Stevenson in action, as he whips up such specialties as hazelnut crusted hanger steak with potato-leek gratin Brussels sprouts or Coq au Vin, traditional French Chicken and red wine stew. “The dinners are usually built around themes,” says Kajfas. “Chef Stevenson has a great background in a variety of cuisines. He’s very talented and creative and we’re fortunate to have him heading up our kitchen.”
Stevenson is a graduate of the New England Culinary Institute and The University of the South in Sewanee, Tennessee.
He grew up in the South, as well as spent time in Belgium and Germany, giving him an international upbringing which has greatly influenced his culinary style.
Stevenson sharpened his skills working in award-winning restaurants, including Fuller’s in Seattle and The Sunset Grill in Nashville. He also served as chef for Lowell-Hunt Catering and banquet chef of Willows Lodge in Woodinville.
Some of the events Chef Stevenson does at DiStefano Winery focus on culinary demonstrations. An upcoming session is all about Spanish Tapas.
Another one emphasizes cooking with wine.
In the past, he has also taught knife skills to guests, instructing them on the different types of knives, how to select the right one and the proper way to use a knife in the deboning process.
Once a quarter, the winery holds cigar dinners, which include a five course dinner where each course is paired with a cigar and wine.
“These usually sell out,” comments Kajfas. “They’ve gotten to be very popular, and yes, with women as well as men.”
The response to the added component of food at the winery has been overwhelmingly positive, according to Kajfas.
She notes that people appreciate having fresh and tasty food options available while they sample and taste the wines.
“It’s just a nice addition and something that not many wineries offer, mainly because they don’t have a kitchen,” she adds.
DiStefano plans to continue to slowly grow the food side of the business and do more catering and special event dinners in the future.
“We’re thrilled that our special events have been so well-received,” says Kajfas. “We’ve done minimal marketing, so it’s really been a lot of word-of-mouth among people who know the winery. They come to one and then tell their friends and the interest just builds. It’s an exciting time for us.”
For more information about DiStefano Winery’s upcoming special event dinners, private events and catering services: (425) 487-1648 or www.distefanowinery.com.