Shule101

By Ann Gitari

Looking at the children of All Saints Cathedral Kindergarten playing happily it is clear that they have no idea how the current political situation may adversely affect their future. Perhaps it’s best that way. Besides, they are too young, too innocent, too happy to understand the political crisis in the country. They had nothing to do with it anyway. As they play on their little swings and slides, two parents sit in the headmistress’ office, trying to plead their case.

“We are refugees in this country” one says. ” We came from Eldoret a week ago. My husband and I together with our children are living in a hotel. All we ask is for you to admit our children for a month or two before we can be able to go back home.”

The headmistress, Miss Grace Rwabu has no problem with that. Besides, though she is expecting 150 officially admitted children this year, only 100 have reported so far.

“Some are still in the clash torn areas,” she explains. “However, some parents have opted to transfer them to nursery schools closer to home or in their various estates.”

This poor show in number can be attributed to the fact that Uhuru Park, the proposed venue for the mass action rallies called by a faction of the political divide is just next door. The only structure separating Park from Kindergarten is a church, the All Saints Cathedral – perhaps God’s way of protecting his little ones.

But not all parents are convinced, and on days the mass action rallies have been called, a mere 20 students brave the tear gas and heavily armed security personnel just to learn their ABC’S.

Meanwhile, parents are being forced to purchase uniforms for schools that their children may only attend for a month or two before, they hope, they can go back home. Home, to their other teacher, their old friends, to their old school, where there are no policemen on the way to school.

The results for Kenya Certificate of Primary Education 2008 edition were released today by the minister of education Prof Sam Ongeri at the Kenya Institute of Education in Nairobi.

Also present at the event were representatives from the Headteachers association, Kenya National Union of teachers, representatives from the national parents association.

Speaking during the event, education permanent secretary Professor Karega Mutahi noted that challenges in education were renewed every year but reiterated that the government was committed to addressing these challenges. He thanked the religious organizations and Non governmental organization who had offered their facilities to be used in examining the IDPs especially in Eldoret area. The top IDP candidate had 378 pints out of a possible 500 which is recommendable.

Speaking before launching the results, The Education minister noted that there was a 28.8% increase in the number of candidates. He attributed this increase to mean that parents were taking advantage of the free education programme.

The minister noted that no big changes in the number of registrants or the performance arising from post election violence. He also said that the ministry would investigate absenteeism.

On the gender comparison on performance, gender disparity still in favour of boys. The worst case is north eastern where it is 76% boys to 24% girls. The story is different at the top positions where girls are performing as well as boys. The best student this year is a girl.

The top student from South Sudan 296 marks out of a possible 500 marks. This translates to 54% of the total . This , the minister said, is commendable considering that they have just come from years of war and social disturbance.

The minister announced a new form of cheating that is croping up. There were fiver examination centres wherre candidates and community members made the administration of the exam impossible. Candidates refused to hand over their mobile phones. Comunity members were shouting answers from the bushes and marauding youths engaged police in running battles at the examination centres. All the candidates in the five centres have their examination results canclelled

Cheating:

A total of 1835 from 65 centers candidates involved in cheating.

there was a major drop in the number of irregularities from regular schools with about 46% reduction.

the ministers thanked all the officers who had been involved in making successfull administration of their exams.

Exam results are available online at the National Examinations Council’s website: www.examscouncil.or.ke

Here are the top ten studentS countrywide:

1. mutinda monica wairimu 460pts
2. Muzera martin 454
3. Onyenga patriona akinyi 454
4. yaya salama mohammed 453
5. njogu paul m mbuthia 452
6. muguwia W S Saitoti 451
7. Nyakundi mari ochaberi 451
8. njeru collins moses 451
9. kirera davies ombati
10. mzee ramadhani mburia
11. kinyua bevr njeri
12. mutawali buluma
13. onyango collins omondi 450
14. ndirangu s daniel 450
15. njoroge charity wairimu 450
16. ousa Nilson bin okuta
17. mwangi ashley muthoni
18. mwaniki adda mishelle

By: Joan E. LeFebvre
At some point, most of us have been witness to a painful scene: A child’s separation-anxiety meltdown. It goes something like this: A three-year-old wails “Don’t leave me here! I wanna go hooome!” as his frazzled mother attempts to loosen the iron grip he managed to establish on her leg. Clearly, no amount of lighthearted “won’t-today-be-fun” banter on the drive to preschool had managed to stave off this episode. She probably dared to believe he was prepared, hoping against hope for a nonchalant kiss on the cheek and breezy wave goodbye. But nope. She found herself in the octopus-like clutches of a child with separation anxiety.

Although a strong relationship with parents helps children to cope with their anxiety as the time for goodbyes approaches, first “big” separations can be challenging for child and parent alike. As soon as babies have the capacity to remember a parent, beginning at approximately seven months of age, many children weep as though they’ve been eternally forsaken when mom or dad walks out the door. Toddlers cling koala-like to their mothers when they sense her imminent departure.

Separation fears may be more intense in children who are temperamentally “slow-to-warm-up” and have difficulty making transitions or entering new situations. They can experience a variety of emotions such as anger, guilt, jealousy, confusion, hurt, and fear. Preschool children may regress to outgrown behavior like whining, crying, and bed-wetting, or may become more aggressive and demanding. So what can be done to minimize the chance that your child will suffer from fears of separation?

Security Blanket or Favorite Toy
Linus was onto something: A favorite toy or blanket can help your child feel more confident and secure. Research shows that children who are given “transitional objects” cry less when they are separated from their parents. These children are also able to explore their environment more actively and focus on and learn new tasks better than children not in the possession of a favorite item.

No Parental Guilt!
Parents often feel guilty and distressed about their child’s natural reaction to a separation and may unwittingly prolong and reinforce a separation reaction. There are two ways in which a parent can go wrong here: By leaving too soon and by not leaving soon enough. You walk a fine line, and choosing the perfect moment to make your move can be tricky. But whatever you do, be sure to say goodbye. Don’t just sneak out as soon as your child’s attention is diverted. On the other hand, don’t linger. Reassure your preschooler through your words and your actions that everything will be fine in your absence and that you will come back for him soon.

Suggestions for Parents
Before you leave, tell the child you are going, and mention when you will return. It may help to say something like “…and I’ll pick you up at 11 o’clock just like last week” to enable her to imagine the duration of her separation from you. In order to bear being apart, a child must know that the parent will return.

After you say you are leaving, go! If you linger because of the child’s whining, then you are teaching your child that whining is an effective way to get what he wants.

Expressing affection for your child is appropriate, but separation is made more difficult if you, the parent, verbally or nonverbally express ambivalence, guilt, worry, or uncertainty about leaving the child. Be confident! The parent’s emotional response to separation is a common cause of the child’s emotional response.

Practice with brief separations first. Show your child that you return reliably.

Don’t be late picking your child up! Be on time, or even a little early. Children can get very distressed, feeling abandoned if all the other children have been picked up and they’re “left alone.”

Provide a consistent routine that children can count on, and stick with it. Most adults feel more secure when they know what’s going to happen next. Children have an even greater need for routine.

Allow children some time to get accustomed to new people. Kids feel more secure when they know and trust their caregivers. If your child is slow to adapt to new situations, she may even need a few weeks to transition. Patience is key.

Separation anxiety is normal; to children, separation is the most threatening of all situations. On rare occasions, however, it may be a red flag that there’s a problem that you should know about. Talk to your child and your day care provider about what your child experiences at day care. Perhaps she gets teased by other children or is afraid of the class’s pet guinea pig. Maybe he thinks the teacher looks like mean Uncle Albert! Whatever the cause, when separation anxiety persists it makes sense for you to be proactive and sleuth out the reason so that it can be addressed and overcome.

Never Threaten a Child With Separation
Parents sometimes resort to threatening little children with “going away” in order to frighten them into better behavior. It’s true this often results in some improvement in the child’s conduct, since the possibility of losing a parent is so upsetting that he will do anything to avoid it. But these threats may also produce extreme anxiety in the child. Basically this kind of threat tells the child that you would be willing and able to leave him at any time. A bad act, he realizes, might cause him to lose his parents forever. Better for the child to be confident that he can count on your love and support through thick and thin.

To Sum It Up
Be patient and thorough when explaining the reason for your departure to your child. Doing so can help her feel confident that you will return, and that she hasn’t done anything “bad” to make you leave. Because young children lack a real understanding of cause and effect, they may not be clear on points that you consider obvious. If your child does regress to outgrown behavior, you may need to adjust your expectations and standards. Strive to establish a consistent routine. Pay particular attention to basic needs such as sleep, meals and exercise. Your child needs to feel that you are dependable, that he can count on you to do as you say you will. Use separations as opportunities to build the level of trust between you.

Have you ever thought about the difference between talking with and talking to someone? Talking with someone puts you and the other person on an even footing. It gives more than one person a chance to express a belief or opinion. Talking to someone, on the other hand, is being — well, patronizing, or worse, domineering, even tyrannical. So only one person has a chance.

Every child knows the difference between being talked with and talked to. But many of us, when we talk — and children are the audience — don’t stop to distinguish between with and to. We respond to the needs of the moment — what must be said. As adults and parents, we feel responsible for what our children do and for what happens to them. We feel especially responsible when we have done our best and a son or daughter is not responding.

Blaming Ourselves

Let’s suppose that eight-year-old David is having trouble reading. He seems to be falling farther and farther behind at school. You have always helped him with his homework. You’ve always gone to parent-teacher conferences. You’ve read to him and had books in the house for him ever since he was small. Now you say to yourself, “What did I overlook when he was a baby? I followed those experts who said that certain toys would have far-reaching effects. But maybe the toys I put in his crib weren’t the right ones.”

You don’t say this aloud of course, because “Where did I go wrong?” sounds far too melodramatic. And besides, you don’t want to make things worse for David by letting him know that you have something for which to blame yourself. Instead, you try to talk to David about how important it is to read — both in school and out. You may even tell him how reading will improve his chances of becoming a happy adult, a doctor or lawyer, or of doing something famous like writing a bestseller.

From your point of view as an adult, that makes good sense. Your experience makes it possible for you to be wise about the skills that make adult life better and easier.

Try Listening Instead

But have you ever tried to find out how David feels about his reading right now? Have you listened to him talk about it and thought what his words meant? Maybe he says that reading a book isn’t as much fun as playing with his friend Tracy, or as interesting as watching the TV programs you allow him to see, or as exciting as working math problems. Maybe the trouble he has had figuring out the words causes him to be shy about reading in class.

In addition to listening to him, try to ask him the kinds of questions that may encourage him to give you specific information about his feelings. Don’t wait for the opportunity to stage a conversation, but talk with him about his day at school while he’s helping you put away the groceries or water the plants. With the data that comes from careful listening you can go to your next parent-teacher conference really prepared to work with David’s teacher to help him improve his reading performance.

When Stress Threatens To Get the Better of Us

Patiently listening is one thing. But what can we do about those times when we can’t help showing our anger in the most spectacular way? This spring Ann amazed you by going out for the baseball team. You’re just getting used to thinking of her making home runs when one afternoon, just as you’ve pulled into the driveway and are lifting your briefcase off the back seat, Anne and five other neighborhood kids approach you looking a little sheepish. Anne tells you hesitantly that one of her home run hits has just broken Mrs. Gavilan’s window. “Mother,” Anne says, “I didn’t mean to, I was just thinking about getting Tommy and José and me back to home plate.”

You’re furious — with the kids, with baseball in general, with Mrs. Gavilan, who doesn’t seem to like children anyway, with that briefcase full of papers you’ve brought home to work on this evening. And there stands Anne, the handiest target for your anger. You explode. “What business has a girl like you, from a family like ours….” Anne is crushed, the neighborhood kids either pin you with their stares or look everywhere but at your face, until finally one of them says, “Oh, Mrs. Mwenda, it wasn’t Anne’s fault,” and Anne murmurs, “It’s OK, Mom. I’ll fix it.” So chagrin is added to all the other burdens of the day, and you go indoors feeling a complete failure as a parent.

Be Honest

It might help to explain yourself right then. You might put out your hand to Anne and say, “I’m sorry. Sometimes I lose my temper when things don’t go according to my plans.” Then find out from Anne and the others how the accident occurred. You might even ask if she wants you to go with her to Mrs. Gavilan to see what can be done about the broken window. That would certainly change your plans for the evening.

But it would assure Anne and her friends of your support, your understanding of the accidental nature of the incident, and your ability to be fair in spite of all your other concerns. And it would disarm Mrs. Gavilan before she could organize her offensive against children “with working mothers.” Such a show of support would also assure Anne and her friends that you weren’t just being mean when you asked them to change the location of the neighborhood game so that no one’s windows were endangered.

Some Suggestions To Foster Better Communication

Whenever you want your children to know what you think and desire of them, you might keep in mind a few things that will help you focus on talking with, rather than talking to them:

* Communicate as clearly as possible exactly what you mean. Listen to your words and think how they might be misinterpreted if they don’t reflect exactly what is on your mind.
* Listen to what your children are saying. Try to understand exactly what their words mean.
* Whenever you talk with your children, take an even, reasonable, conversational tone. If you show anger, make sure later that they understand its cause. You can explain it without being overly apologetic.
* If your children have subjects they are enthusiastic about, let them teach you something about those areas of knowledge.
* Contribute your wisdom. You have had the opportunity to learn a great deal from your experiences. Don’t feel put down when your children say “in your day” or “in olden times, when you were a kid….” Remember that young people are interested in how things were done in the past, and they haven’t lived long enough to have your sense of time.
* Encourage your children’s curiosity, interest in discovery, and intellectual independence. Ask questions that make them think about their interests and want to learn more about them.

Final Thoughts

If a child is having problems in or out of school, don’t waste time blaming yourself. Although you certainly share the responsibility for your children’s development, yours is not the only influence on their behavior. Touch base often with your children about the problems they may be having. Be practical and help them look for solutions, both short and long term.

Keep in mind that you can’t shield your children from the problems of the real world. Nor can you keep accidents from happening. Some attempts at good parenting may be overzealous. By trying to avoid being too protective and solicitous for your children’s concerns you can help them to become truly independent people. An adult who is independent can also appreciate the warmth and support of close human relationships. Talking with a child is one of the best ways to show that you understand the value of that warmth and support and know how to give it.

When your child doesn’t know a word in her reading books, should you tell her what it is? Should you teach your child the alphabet before he starts school? We have compiled reading tips to help parents best help their children learn to read:

Tips for Reading to Preschoolers

* Snuggle with your child with her favorite blanket or toys as you read.
* Read with expression using different voices for different characters.
* Emphasize rhythms and rhymes in stories. Give your toddler opportunities to repeat rhyming phrases.
* Encourage your child to repeat what you say or comment on it. Encourage your child to ask questions. Provide models of interesting questions and examples of possible answers: “I wonder what is going to happen next? I think the rabbit will get lost because he is not paying attention to where he is going. What do you think?”
* Look for books that are about things that interest your toddler. For example, does your child like cars, insects or animals?
* Give your child a chance to choose his own books for reading. If your toddler chooses a book that is too long to hold his attention, read some and skip some, discussing the pictures and how they relate to the story.
* Read stories again and again. Your toddler enjoys repetition, and it helps her become familiar with the way stories are organized.
* If your child is curious and is making comments about letters, there is no reason why she should not become familiar with the alphabet before she starts school. Playing with alphabet blocks and singing “The Alphabet Song” are happy ways for your child to become acquainted with letters.
* Make books a joyous and important part of your child’s life. Read to him every day. Let him talk about the stories. Ask questions about the pictures. Ask him to point out pictured objects that are alike and different in shape and in color. This activity helps children to observe small differences in the shapes of letters and words when learning to read.
* Avoid baby talk. Speak to your child in grownup language now, so she will recognize words she sees and hears in the classroom. Also, baby words for objects may be laughed at by the other youngsters.
* Provide a variety of experiences. Take your child to the zoo, the park, the airport. Teach your child the names of animals, flowers, etc. In order to understand the words encountered in reading, your child should have first-hand experience with the objects they stand for.
* From time to time, give your child simple, consecutive instructions. For example: “Pick up the ball, then bounce it, then put it on the table.” Make a game out of it, if you like. Such activities will help your child develop memory skills and follow directions accurately, both of which are essential in school.
* Set a good example as a reader—read every day at home even if it is a magazine or newspaper.
* Make reading fun, a time that you both look forward to spending together.

Tips for Reading to and with Children in Kindergarten–Class 3

* Keep reading to your child even when he can read. Read books that are too difficult or long for him to read alone.
* Try reading books with chapters and talk about what is happening in the story. Encourage your child to make predictions about what will happen next and connect characters or events to those in other books and stories.
* Talk with your child about reading preferences that are beginning to develop. Ask whether she likes adventure stories, mysteries, science fiction, animal stories or stories about other children. Encourage her to explain the reasons for preferences.
* Talk with your child about favorite authors and help him find additional books by those authors.
* Take turns reading a story with your child. Don’t interrupt to correct mistakes that do not change the meaning.
* Talk about the meaning of new words and ideas introduced in books. Help your child think of examples of new concepts.
* Talk with your child about stories using the notions of the beginning, middle and end of the story to organize thinking and discussion.
* Ask your child to tell why a character might have taken a specific action. Ask for information from the story to support your answer.
* If he wants to read aloud to you from his school book, listen attentively. If he stumbles over a word from time to time, simply tell him what it is. However, if he misses many words in material with which he should be familiar, consult his teacher.
* When she reads aloud to you, don’t try to use teaching techniques, such as having her “sound out” words. Instead, enjoy the story together, laugh over it, discuss the plot, praise her for reading especially well, or for figuring out a word for herself.
* Give children extra opportunities to read. Let them read the directions for that new game or for putting model airplanes together. Ask them to “help you” by reading the cookie recipe or traffic signs.
* Introduce the pleasures of the public library. Let him browse. Get a library card for her. Let him choose books that he wants, rather than books you feel he should read. Buy books for children, too, as the basis for a home library of their own.
* Set a good example as a reader—read every day at home even if it is a magazine or newspaper.
* Make reading fun, a time that you both look forward to spending together.

Tips for Reading to and with Children in Class 4-6

* Take turns reading a book with your child.
* Ask your child to compare a book to another familiar book. How are the characters alike or different? Do the stories take place in similar settings? How are the illustrations the same or different?
* Ask what part of the story or book your child liked best and why.
* Ask if your child liked the ending of the story. Why or why not?
* Ask your child what type of mood the story or chapter in a book creates. Ask how the author creates the mood. For example, does she use certain words, events or settings that create a particular feeling?
* If your child has read more than one book by the same author, ask how the books are similar or different.
* Provide your child with a reliable home dictionary and encyclopedia. Encourage children to look up subjects that puzzle or interest them. In school, reading lessons include library research.
* If your child is not enthusiastic about reading, choose books on subjects sure to interest her or him: books on sports, books of riddles or magic tricks, books on hobbies. Be sure they are not too difficult for your child to read.
* If she’s a television rather than a reading fan, see which programs she prefers and provide suitable books on the same subjects. If Westerns are her favorites, for example, she’ll probably enjoy some of the fine children’s books now available about the early West.
* If a young person is an avid comic book reader (ages 9, 10 and 11 are likely to be), don’t make a big issue out of it. Make sure your child is also provided with other more worthwhile books that offer lively adventure in an easy-to-read format. Most children outgrow the comic book phase, if other literature is available in their homes.
* Set a good example as a reader—read every day at home even if it is a magazine or newspaper.
* Make reading fun, a time that you both look forward to spending together.

Get involved in your kid's life

1. Give positive feedback and show appreciation for teachers and the principal.
2. Approach interactions with a positive attitude and an open mind.
3. Listen to others’ viewpoints.
4. Share your child’s strengths, talents, and interests with your child’s teachers.
5. Share expectations and set goals together for your child.
6. Make appointments as needed to discuss your child’s progress or concerns.
7. Attend parent-teacher conferences with specific questions you want to ask.
8. Indicate the best way to giver you information (phone, e-mail, notes, etc.).
9. Understand and reinforce school rules and expectations at home.
10. Participate in informal opportunities to talk with and to get to know school staff and educators.
11. Address concerns or questions honestly, openly, and early on.
12. Attend PTA or parent meetings regularly.
13. Read classroom and/or school newsletters.
14. Visit your school’s web page.
15. Know school staff’s extensions and office hours.
16. Read and know your school’s handbook.
17. Request that information be available in all relevant languages.
18. Share your family’s culture, values, and parenting practices with your child’s school.
19. Share your perceptions with educators and school staff of how parents are treated.
20. Work with school staff and educators to revise and improve perceptions and school climate.
21. Meet your child’s friends and get to know their parents.
22. Contact your school for information on family programs and resources.
23. Help establish a parent center at school and use its resources.
24. Help create a toy/book lending library and visit it regularly.
25. Assist in developing parent support programs/groups and attend them.
26. Attend workshops or seminars on various parenting topics.
27. Participate in parenting classes on child development, expectations, discipline, etc.
28. Attend parent fairs and other events especially for parents and families.
29. Start a parent book club to discuss current publications.
30. Help create and/or contribute to a school newsletter on parenting.
31. Assist in creating and/or offer your services to before- and after-school programs.
32. Build a child file with medical records, pictures, fingerprints, etc.
33. Make donations and/or offer to work at clothing drives or swaps, food co-ops, etc.
34. Ask teachers or counselors about how to talk with your children about tough topics.
35. Discuss your child’s school day and homework daily.
36. Learn your child’s strengths and weaknesses in different areas of school.
37. Provide a quiet, well-lighted place with basic school supplies for studying/homework.
38. Help your children break down projects into smaller, more manageable steps.
39. Develop a consistent daily routine and time for studying and homework.
40. Provide encouragement and approval for effort and schoolwork.
41. Share your interests, hobbies, and talents with your children.
42. Provide children with books, magazines, and so forth, and develop a nighttime reading routine.
43. View selected TV programs together and then review and discuss them.
44. Make family trips to the library, zoo, museum, or park a fun learning experience.
45. Talk with your child’s teacher on creating home learning games and activities.
46. Complete interactive homework assignments with your child.
47. Attend meetings on learning expectations, assessment, and grading procedures.
48. Help set goals and develop a personalized education plan for your child.
49. Participate in activities that help you understand school technology.
50. Help plan and attend family nights on improving study habits, doing homework, etc.
51. Help develop, visit, or offer services to your school’s study/tutor center.
52. Participate in fairs and fests for math, science, history, and so forth.
53. Respond to school surveys on your interests, talents, and skills.
54. Let school staff know your availability to volunteer (days, times, and how often).
55. Supervise and coordinate evening and weekend volunteer activities at school
56. Assist your child’s teacher in the classroom or on field trips when you are able.
57. Work with school staff and teachers to develop volunteer activities you can do from home.
58. Assist school staff and educators in creating a warm and welcoming atmosphere for parents.
59. Help provide child care and/or transportation for volunteering parents.
60. Help develop creative ways to use volunteers at school.
61. Actively help school staff recruit parents and community members as volunteers.
62. Attend training and orientation on how to be an effective volunteer.
63. Learn and uphold school discipline, confidentiality, and other policies as a volunteer.
64. Plan a regular time each week to talk with school staff and educators with whom you are working.
65. Help developed volunteer job descriptions and evaluations.
66. Participate in organizing and planning ways to recognize and appreciate volunteers.
67. Respond to school surveys/questionnaires on how effective volunteer programs are.
68. Help develop and distribute a volunteer directory to parents, school staff, and teachers.
69. Provide volunteer consulting services to school staff or educators in your area of expertise.
70. Learn of school and district policies and practices that affect children.
71. Voice your support or concerns on any issue that will affect your family.
72. Be involved in decisions on student placement and course and textbook selections.
73. Participate in meetings to determine special educational needs and services.
74. Attend workshops on problem solving, conflict resolution, public speaking, and so forth.
75. Serve on school advisory councils or committees on curriculum, discipline, and so forth.
76. Serve on a site-based school management team with teachers and the principal.
77. Encourage and support older children in serving in student leadership positions.
78. Help your school create a student’s rights and responsibilities guide for families.
79. Attend PTA, school board, and/or town meetings and speak to issues of concern.
80. Learn representatives’ backgrounds and participate in school board election.
81. Work with teachers and school administrators to develop a parent involvement policy.
82. Write, call, or travel to the capital to support or oppose proposed legislation.
83. Participate in petition drives or letter-writing campaigns to Congress on legislation.
84. Give testimony at public hearings in support of or opposition to education legislation.
85. Vote in local, state elections for public officials who support education.
86. Help your school develop a directory of social and community services.
87. Find out information on community resources and organizations and use them.
88. Help develop and/or distribute a community newsletter to local agencies and businesses.
89. Help coordinate and participate in an event to raise money for a local charity.
90. Talk with employers about holding parent meetings or parenting workshops on-site.
91. Advocate for flexible work schedules and leave time to attend school functions.
92. Encourage employers and local businesses to make donations and support school programs.
93. Help organize and/or participate in community health fairs.
94. Help recruit community members (seniors, business people) to volunteer at school.
95. Become active in community groups such as YMCA and Boy and Girl Scouts.
96. Serve on local community advisory councils and committees.
97. Work with local authorities and public officials to sponsor community events.
98. Help organize and/or participate in a community “clean up” or “beautification” project.
99. Encourage and help facilitate your child’s participation in community service.
100. Be a role model—be active in community service yourself or together with your child.