India Parent Magazine May 15-June14

India Parent Magazine May 15-June14

magazine India Parent www.indiaparentmagazine.org • May 15-June14 2019 Bridging Communit es Since 1994

IN FOCUS! S UMMER C AMPS ! -R ANDY B ENNETT B ASKETBALL C AMPS -OO HLONE FOR KIDS -DACA SS WIMW -T ECH R OCKS AND MANY MORE ....

SS HAKESPEARE C AMPS AMPS

S TARTUP W ONDER

I NTEGEM ( HOLOGRAPHIC A UGMENTED R EALITY )

HOW CAN PARENTS ENCOURAGE THEIR CHILDREN to LOVE

WRITING This Summer?

Stay Curious. EXPLORE!

@Stratford Summer

Stay Sharp. EXCEL!

Keep Discovering. ENGAGE!

Discover where the Extraordinary begins Stratford School infuses its STEAM (Science,Technology, Engineering, Arts, and Math) curriculum into

an innovative and enriching summer camp experience for children in Preschool through Middle School. Camp Sessions June 10 – August 9

Sign-up Today! StratfordSchools.com/summer

S

AccreditingCommission for Schools

*Preschool State License Numbers: 073402482, 073406680, 013420588, 013423042, 434404890, 434413440, 434410816, 434408056, 013420939, 414004014, 384001837, 384004006, 434407977, 434408877, 434410807, 434404336, 434406722. Copyright © 2019 Stratford Schools, Inc. .

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Schedule a Tour Today!

Child Development Centers

San Jose 2841 Junction Avenue (near Montague/Zanker) 408-432-1644 Pleasanton

4671 Chabot Drive (near Stoneridge) 925-463-2885

Palo Alto 2800 W. Bayshore Road (near Oregon/101) 650-424-1221

• Year-round, full-day program for ages 0-6 • Individualized Montessori curriculum • International curriculum (Chinese, Spanish) • Cultivation of thinking skills and personal values • Bilingual Chinese-English classroom option

Make an appointment to see for yourself.

www.headsup.org

AppleSeed Montessori School M ONTESSORI I NSPIRED C URRICULUM / E XTENDED D AY C ARE / E NRICHMENT A CTIVITIES

• Experienced staff • Cheerful, bright, organized, well-prepared classrooms • Sensory-rich hands-on exploration • Distinct curriculum - robust foundation for inspired learning • Caring, nurturing and warm atmosphere • Art, music, culture integrated program • AMS Affiliated Schools

PROGRAMS: 7 AM TO 6 PM

• Infant Care: 2-18 months (Dunford Campus ste 500 only) • Toddler: 18-36 months ( not available at Dunford Campus ste 800) • Preschool • Pre-K • Kindergarten: 2.5 - 6 years (all Campuses) • Bilingual Programs (Chinese/English): 2.5 - 6 years (Not available at Warner Campus) • Kindergarten - 1st grade • Enrichment Activities: Foreign Language, Keyboard, Chess, Gymnastics, Music, Soccer, Art, Dance, Field Trips • After School Care: 5-12 years (Dunford Campus ste 300 only)

N OW E NROLLING - ALL LOCATIONS

ALSO AVAILABLE:

The secret of good teaching is to regard the child’s mind as a fertile field in which seeds may be sown to grow under the heat of flaming imagination –– Maria Montessori

NEW LOCATION Appleseed De Anza/Children’s House 972 S De Anza Blvd. San Jose CA 408-470-4701 www.childrenshouseacademy.com

AFTER SCHOOL PROGRAM 12 Noon to 6:30 PM

AppleSeed Montessori School 1302 Warner Ave, Sunnyvale CA 408-245-7338 www.appleseedmontessori.com Appleseed De Anza/Children’s House 972 S De Anza Blvd. San Jose (Cupertino Academy border) 408-470-4701 • www.childrenshouseacademy.com AppleSeed International School 1095 Dunford Way, Ste 300, Sunnyvale CA 408-260-9333 www.appleseedinternational.com

AppleSeed Montessori School 1095 Dunford Way, Ste 500, Sunnyvale CA 408-260-7333 www.appleseedmontessori.com AppleSeed Affiliated Schools: AppleSeed Almaden Montessori School 5200 Dent Ave, San Jose CA 408-264-7333 www.appleseedalmaden.com

AppleSeed Montessori School 1095 Dunford Way, Ste 800, Sunnyvale, CA 408-985-7333 www.appleseedmontessori.com Sunshine Montessori School 1321 Miller Ave, San Jose CA 408-996-0856 www.sunshinemontessorischool.com

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The Startup Wonder!

Growth and Inclusiveness have always been a part of Startup Wonder’s history W HAT IS S TARTUP W ONDER ? Startup Wonder started in 2012 with the goal of teach- ing kids confidence, resilience, and problem solving through entrepreneurship. Weeklong summer day camps teach kids in grades 2-8 coding in the morning and startup in the afternoon in multiple San Francisco Bay Area loca- tions. Campers learn to code in the mornings and business concepts in the afternoon where they come up with ideas about a project for a product, service, nonprofit or anything else they want. Teams of students are guided along the way to also create a pitch and give a presentation at the camp convention, usually Fridays at 2 pm. The best pitch of the season wins seed funding, the team is notified and each student will receive their prizes including cash and a spot on the leader board on contest winner page of the Startup Wonder.com website. Its curriculum is based on the philosophy that children are more motivated and learn by doing and building pro- jects. They ignite their passion for learning by letting them come up with projects they want to build. The coding and STEM projects are treated as just another problem-solving tool that students can use in order to reach their goal. Students can also use Craft or Internet ideas to plan or build their projects. Startup Wonder's "Wonder Coaches" are trained to help students overcome failures and gain the attitude that "if this didn't work, Let's change or pivot". Give your child the gift of imagi- nation and the tools to realize their dreams. Startup Wonder strives towards inspiring your child to start a journey of continuous wonder!

S TARTUP W ONDER IS DIFFERENT ! Startup Wonder is a unique camp program in its equal approach to teaching entrepreneurship and STEM. Its stu- dents can use the code, games or apps they develop to plan or build their ideas or they can use the design thinking process and build a craft product. They also encourage stu- dents to come up with a project that solves a social issue that benefits the community or the environment. Startup Wonder’s goal is to teach students the impor- tant life skills that traditional schools do not teach. They often give mediation breaks, leadership circles that teach negotiation skills, dealing with conflict and similar soft skills. Another example of a classroom project is building a vision board or creating a financial budget for students. Summer camp should be fun and Wonder Coaches make sure students get outdoor fun and game time. Most of the PM class is free of any technology use with the exception of market research for their products or ideas. U NIQUE T EACHER STUDENT R ATIO Startup Wonder’s student to teacher ratio is very low and they typically have at least 1 teacher for every 8-10 stu- dents. Startup Wonder also allows a select few responsible, young adults, typically past campers, to become counselor- in-training and help the lead teacher in the class with breaks or classroom projects. Computer science majors or business majors teach classes. Teachers are often college undergrad or graduate students and are supervised by an experienced teacher. T HE D AILY S CHEDULE KEEPS THE CAMP FUN AND INTERESTING Morning camps are 9-12 while afternoon camps are 12- 3; all day students get a lunch break and game time from 11:40-12:20. Everyone also gets morning breaks and after- noon breaks. They offer extended day from 8:30-9 and from 3-5:30. Extended days are time for book club and outdoor play.

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E XPERIENCED TEACHERS DEAL KIDS WITH PATIENCE AND PERSEVERANCE At Startup Wonder safety is first. Instructors receive training on safety and conflict resolution. While some inter- personal differences among students or within their teams are expected and are a growth opportunity, they ultimately want students to learn and have a good time. Therefore, they have established procedures to address a disruptive participant that puts the safety, learning and comfort of oth- ers in jeopardy. Computer science majors or business majors teach classes. Teachers are often college undergrad or graduate students and are supervised by an experienced teacher. They often have a professional or an entrepreneur join the class, typically via videoconference and answer the stu- dent's questions. O PEN T O A LL Startup Wonder’s camps are open to all students of all abilities and backgrounds. Students need to understand and speak basic English. Computer classes require basic typing lesson. They provide a brief typing lesson in class and send a link prior to class to the families too. At Startup Wonder, they believe that every student is more motivated about what interests them. They ignite a student's motivation and ambition by teaching them the process of innovation and allow them to apply that to any-

thing they want.

S TARTUP W ONDER G IVES B ACK IN S CHOLARSHIPS !

Startup Wonder provides need-based scholarships. They also provide leadership opportunities for teens in the form of a Counselor in Training. They hire college students as assistant teachers and college graduates as supervising teachers. Startup Wonder teen and young adult bloggers have the opportunity to interview professionals and entrepre- neurs and submit a Blog. This program encourages "infor- mational interview" research and investigations. See how its bloggers explored their future college majors, estab- lished mentorship or learned from experienced entrepre- neurs by writing for Startup Wonder Blog's "Interview An Entrepreneur" or "Career/Major Exploration" series. Startup Wonder also invites mentors to address a camp session and give an informative and Q/A style talk via video conferencing to any one of their camps at any time convenient for the mentor. Sign up to keep in touch, or be a mentor and speaker and to Give Forward, on their Contact page. See Startup Wonder.com/contact or Startup Wonder.com/jobs

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SUMMER CAMP FUN

GETREADY FORTHE BESTSUMMEREVER For an overnight camp experience, check out YMCA Camp Campbell at www.ymcacampcampbell.org

Family Summer Programs&Events

Choose from more than 300 affordable day camps. Y members enjoy reduced prices.

• STEM Camps • Soccer • Art Camps

• Swim Lessons • Climbing Wall • Youth Basketball

Accredited by the American Camp Association, the highest standard in child safety and program quality.

Financial AssistanceAvailable

Sign up for camp today: www.ymcasv.org/summer

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It’s a very common notion among Indians here that summer camp is only for those kids whose both parents work! I thought so too, almost 10 years ago. I heard many moms say, “I dont work. So my kids need not join any summer camp. They can just relax at home. They had a tough school year.” This notion has been proved wrong by many stud- ies and expert verifications. Various studies seem to prove that kids at home during summer are more like- ly to play video games, watch TV or just lag before a laptop. With these gismos acting as their baby sitter (how long can a mother or father entertain them?) kids lose study skills and physical stimulation. As neighborhood play is limited to arranged hourly structured sections, they are most likely to stagnate more and play less. Summer camps need not be all study and no play. Fantastic camps which in addition to stimulating a child’s thought process are equally entertaining and fun. CDM, Emerson and Hacienda writing camps, Stratford, Elan, Appleseed, Ivy Advisor’s SAT Prep, Ohlone, Startup Wonder, Rock-it-Science, DACA Swim, Le Petite Baleen, Tech Rocks, Pacific Boy Choir, Basketball camps, Ballet and Debate camps are only a few very good examples of stimulating places to go to this Summer. There are many more. Check this issue carefully for your interests. There are some great resources for your child. They are interested in you because they know what most of the Indian parents want and expect from a camp. We here at the India Parent Magazine carefully selected camps that might be very interesting to our community. Just us. Because we are very choosy. From music to dance, science to art, swim to tennis, we have several summer specials list- ed here to suit your needs. Moreover, most offer great deals and coupons to make it easier for you to choose. What does your child want? This question may sound simple but explore options with your child carefully before you decide and discuss these questions with him/her before you make a decision For all you know a summer experi- ence might change your child’s entire outlook. T HE I MPORTANCE OF S UMMER C AMPS Why children need to be kept motivated through Summer By Meena Yeggina

From the Editor’s Desk

• What do you and your child want to gain from the camp experience ? Learn new skills, develop more self confidence, improving proficiency in certain areas, become more independent? • What are other expectations of the camp experi- ence? • What are the special interests that your child wants to explore? • Are there any physical, intellectual, or social limita- tions that should be considered? • What kind of emphasis will your child profit from the most? For example: Is a lot of structure desirable, is social interaction with members of the opposite sex important, or does your child need a place where he or she is encouraged to develop at their own pace? • You should take some time to consider what you can reasonably afford. • Ask for references of families who have had their child attend the camp. Speaking with these families can give you valuable insight about the camp and the families that send their children there. Finally and more importantly, involve your child in the selection process. Review your child's prefer- ences and let you child ask questions too. We, here at the IPM office, sincerely hope that you find this Summer Camp issue helpful. Please send your feedbacks and suggestions and we will post them online at www.indiaparentmagazine.org.

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Passion for innovation, commitment to exquisite craftsmanship, unmatched trust and superior service forms the bedrock of every initiative they undertake

K rishna Pearls and Jewellers is a brand that’s coveted for its core promise of trust, exquisite craftsmanship and superior customer service. It has enamored the loyal cus- tomers since inception. Every great journey starts with an all-important first step. “We took ours 35 years ago in 1983. Our saga of more than three and a half decades has been replete with fond memo- ries blended with valuable lessons on dri- ving customer delight. Today, we are adept at catering to the varied demands of the Indian and international customers,” said Ankit Agarwal the young owner who manages the Panjagutta branch. Passion for innovation, commit- ment to exquisite craftsmanship, unmatched trust and superior service forms the bedrock of every initiative they undertake at Krishna Pearls and Jewellers. Inspired by their rich legacy, they have always been at the forefront

They added to their product line to include jewelry with precious stones such as diamonds, emeralds, rubies and sapphires. Today, their esteemed customers boast an elite list, including domestic and international of their retail stores at Westin Mindspace and Inorbit Mall in Madhapur, Forum Srujana Mall in Kukatpally, Hyderabad International Convention Center and Novotel Hotel in Madhapur, Novotel Hyderabad Airport in Shamshabad, GMR – RGIA in Hyderabad Airport since 2008 and CSIA-MIAL in Mumbai Airport. There was more in store for their loyal patrons. In 2016, they launched our new jewelry store at Road No. 36 in Jubilee Hills, Hyderabad. They further diversified their product range to include pearl jewelry, diamond jewel- ry, silver jewelry, gold jewelry adorned with pearls, diamonds, precious and semi-precious stones.

of crafting the stunning collection of pearl and diamond jewelry that is designed to drive customer delight.

HISTORY

They embarked on their memo- rable journey in Patthergatti near the historic Charminar in Hyderabad in 1983. Almost a decade later, they suc- cessfully established a strong reputa- tion as a trusted dealer in pearls. This gave them a much-needed fillip to open their first store in a 5-star hotel at Taj Krishna, formerly known as Krishna Oberoi. They diversified their product line to include gold jewelry with pearls in it. MORE BRANCHES At the turn of the twentieth centu- ry, Krishna Pearls and Jewellers opened its flagship store at Panjagutta in 2005. This store is located in the heart of the city and in the middle of a shopping destination in Hyderabad.

The Panjagutta Branch

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This wouldn’t have been possible without their dedicated team of the finest craftsmen and the constant sup- port of our loyal customers. As a promise to clients, Agarwal asserts, “ Going forward, we seek your continued patronage in establishing Krishna Pearls and Jewellers as the fore- most name in India’s jewelry landscape. Come; explore our stunning collection of diamond, emerald, ruby, gold and silver jewelry in intricate patterns. Whatever is the special occasion, Krishna Pearls and Jewellers will add sparkle to your celebra- tions!”

Friendly and courteous, the staff excels in exemplary service

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www.indiaparentmagazine.org

408-254-0954 • e-mail: [email protected]

Mora Oommen Natalie Daprile Rishi Ravuri Sindhu Shivani Stephen E. Von Till

EDITOR-IN-CHIEF Meena Yeggina

PUBLISHER Meena Yeggina

PHOTOGRAPHY www.yashdoshiphotography.com

CONTRIBUTING WRITERS Ashok Swain

Chuck Bernstein Gerald Cumings Jacqueline Payne

WEB SITE Sekhar Bonagiri

May 2019 www.indiaparentmagazine.org

Cover Credits Oakland Ballet (Jangala) India Parent Magazine (Chuck Bernstein) In This Issue

Krishna Pearls and Jewellers is a brand that’s coveted for its core promise of trust, exquisite craftsman- ship and superior cus- tomer service See Pg 14

T HE I MPORTANCE OF S UMMER C AMPS

HOW CAN PARENTS ENCOURAGE THEIR CHILDREN TO LOVE WRITING? Cover Story Pg 30

Why children need to be kept motivated through Summer See Pg 12

Dave’s Zumba Class

Pg 34 Pg 38 Pg 50

CALENDAR Movie Review

Bay Area Shakespeare Camps

Learning Through Performance And Play.

See Pg 22

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Bay Area Shakespeare Camps

Learning Through Performance And Play.

Learn More at www.sfshakes.org

S AN F RANCISCO S HAKESPEARE F ESTIVAL BRINGS HIS PLAYS TO LIFE THROUGH K IDS ’ Free Shakespeare in the Park this Summer!

all arts – the more easily they absorb it and begin to make connections, and the longer lasting the impact.

What is your Child/Teacher Ratio? Our maximum ratio is: 15:1, but many of our camps also have interns or part-time managers, so the ration can vary from as low as 8:1 to 15:1 Can you explain a little bit about method of train- ing? What is your overall Philosophy? Most of the work we do in camp takes the form of interactive activities and games, in most cases, involv- ing the entire body, sometime the voice, and at all times, the imagination. Rather than front-loading with lecture and demonstration, we usually back-load our exercises. That is, we give just enough instruction to get the students started on an exercise, so they have a direct experience first, and then we encourage them to reflect upon their experience, put it into words, and to apply what they’ve learned to the project they’re working on. Our day begins with a full group morning meet- ing, greeting and warm-up of our bodies, voices and imaginations. We then break up into smaller groups (based on age level) for classes in Voice and Movement, Discovering Shakespeare, and Production and Design. In most camps, we have two classes before lunch, and one class after lunch. In the after- noon, we hold rehearsals of the plays each group is working on, in preparation for the performances on the last day of camp. What is the typical schedule for a child? Do you take kids to competitions?

The Camp’s Education Director, Phil Lowery speaks to India Parent Magazine more on this innovative idea!

Can you please tell us your philosophy and the basic premise of Shakespeare Camp? This is our 27th year of kids into the act through Bay Area Shakespeare Camp, which is one of the many Educational programs offered by San Francisco Shakespeare Festival. Our mission is to make the words and themes of Shakespeare accessible to everyone, regardless of age, ethnicity, financial status or level of education. A few of the cornerstones of our philosophy are: • Learning should be fun and experiential. (Learning is naturally fun if the opportunities are presented as such.) • The plays are called “plays” for good reason; not “works”. Play is how we learn. • Shakespeare is best spoken aloud and played upon a stage, not read silently from a book. • We don’t make a distinction between Art and Education; Art is Education. • The earlier kids are exposed to Shakespeare – and

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This year, Shakespeare Players (ages 7-13) will be working on their own versions of As You Like It, The Tempest and a collection of comic scenes called Playing the Fool. The Upstart Crows (ages 12-18) will be working on The Taming of the Shrew. How do you deal with challenging kids? What are your training methods? We recognize that everyone has a bad day now and then, and we acknowledge feelings and try to make room for a variety of experiences, as long as one child’s challenges don’t disrupt the learning experi- ence of the rest of the group. We set aside a quiet space if a child needs to separate and relax before rejoining the group. Our teachers are all experienced Teaching Artists, many of whom are professional actors, directors and/or designers. All of our teachers are expected to know their craft (acting, directing, coaching) and to have experience with Shakespeare’s verse. In addi- tion, we provide training for the specific curriculum we’ve developed over the years. What kind of background do you expect from your teachers?

How is the ethnic mix in your camp? Do you wel- come all? Everyone is welcome at San Francisco Shakespeare Festival and all of our programs, includ- ing our summer camps. We have camps all over the Bay Area, and the ethnic mixes in our camps typical- ly reflect the community they take place in. In the South Bay (San Jose, Cupertino, Fremont, etc.), for example, at least half of our campers are of South Asian or Chinese heritage. I’m not really sure what to make of this question, because the work isn’t necessarily linear, so “for- ward” doesn’t have the kind of meaning it might have in, say, science or mathematics. Rather, I would say we could help the ambitious student move deep- er. Simply parsing the verse or memorizing their lines may challenge some students. The more ambitious student may memorize quickly, and can then work on developing an increasingly deep understanding of the character and the text, and can be coached to direct their ambition and energy toward greater and more nuanced expression. Do you think an ambitious student can be helped to move forward faster?

What is your message to our readers? Experience is welcome but not required to have a fun and enriching experience at Shakespeare Camp. For those with prior experi- ence, we’ll build on that and help move them to the next rung on the lad- der so as to speak. Those who are curious and new to theatre will experience the thrill of their first performance! Also, our camps tend to fill up quickly, so don’t delay. And if a camp is listed as “full” please add your child’s name to the wait- ing list, so we can deter- mine if we need to open another session.

Free Shakespeare in the Park: Pleasanton and Cupertino Check here for more details: http://www.sfshakes.org

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themselves), practice good decision making, make friends and bond with others. At the APJCC Preschool, each day we offer a combina- tion of free play and organized activities. Activities are designed to enhance children's skills in all areas of devel- opment, including physical, social, emotional, language, cognitive, and spiritual. We offer a mix of indoor and out- door activities, weather permitting. A typical day includes experiences such as art, sensory activities, building or play- ing with manipulatives, singing, storytime, and a group project, as well as snack and lunchtime. Children also enjoy a weekly music class with our music specialist, and gym class with our movement specialist. Children who are at school for the full day (rather half day) also have naptime. At Camp Shalom, the preschool-age program is similar to our regular APJCC Preschool program that was just described. For grades K-8, a typical day starts with an all- camp song circle, followed by a variety of activities with the child's age group, which might include sports, art, cooking, science, lunch, and children's choice electives, as well as daily swimming in our heated pool. Every week has a spe- cial theme, and the children also enjoy weekly field trips to fun locations around the South Bay. W E WORK WITH KIDS AND FIND SOLUTIONS We work with children to help them regulate their own behavior. The emphasis is on finding solutions to challeng- ing behavior. When necessary, we reach out to parents to involve them in finding a solution. At the APJCC Preschool, each class has two teachers, a senior teacher and a junior teacher. Senior teachers are required to have, at a minimum, 24 college credits in Early Childhood Education/Child Development and at least 175 days of early childhood teaching experience within the past 4 years, or an Associate's Degree or higher in Early Childhood Education/Child Development and at least 3 units of supervised field experience. Junior teachers are also required to have college credits in Early Childhood Education or Child Development. All teachers have com- pleted a fingerprint scan and background check, and are carefully selected for their warmth, enthusiasm, and caring attitude toward children. At Camp Shalom, all our camp counselors have experi- APJCC EMPHASIZES ON DEVELOPING NEW SKILLS , HAVING FUN AND MAKING FRIENDS !

The Addison-Penzak Jewish Community Center (APJCC) is a Los Gatos community center that offers sum- mer day camp, year-round preschool, and many other pro- grams for kids and families. E VERYONE IS WELCOME The APJCC Preschool follows a developmental philos- ophy. This means we follow developmentally appropriate practices in a play-based program that helps children grow in all developmental areas — social, emotional, cognitive, language, and motor development. Our summer camp, Camp Shalom, emphasizes having fun, developing new skills, and making friends. Kids can choose a traditional day camp experience with daily games, arts & crafts, swimming, singing, and a variety of other activities such as science and nature, field trips, theme weeks, and more. Or they can choose from a variety of spe- cialty camps in areas such as circus arts, cooking, dance, LEGO engineering, STEM, and sports including basketball, martial arts, parkour, soccer, and tennis. APJCC IS DIFFERENT Some of the things that make our preschool and camp programs special are the warm and welcoming atmosphere, the quality of our staff -- many of whom have been with the JCC for many years -- and the focus on non-academic areas of child development, especially during the summer. We're proud that our day camp is accredited by the American Camping Association (ACA), which certifies summer camps for quality and safety. And we're proud of our licensed preschool, license #430709398. In the APJCC Preschool, the child/teacher ratio follows state licensing requirements for the various age groups: for 18-month-olds it's 1:4, age 2 years 1:6, age 3 years 1:8, and age 4 years 1:9. At Camp Shalom, our counselor to camper ratio is 1:8, except in our preschool camps where the ratio follows the same state licensing requirements as our preschool. Our philosophy is that play is the work of children, and that children learn valuable lessons through a play-based, experiential approach. By interacting with peers and by finding creative solutions to challenges, children learn to self-regulate (regulate their emotions and behavior by

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APJCC

ence working with children. Our preschool counselors are licensed preschool teachers from the APJCC Preschool. Camp counselors for the K-8 age group all have experience working with children, are at least 18 years old, and are carefully selected for their warmth, enthusiasm, and caring. All camp counselors complete a week-long pre-camp train- ing session, and have completed a fingerprint scan and background check. All staff are certified in CPR and first aid. And at the swimming pool, American Red Cross certi- fied lifeguards are always on duty, and counselors are in the water with the children at all times. I NCLUSIVE P HILOSOPHY We welcome everyone. Our camp and preschool pro- grams are grounded in Jewish values and traditions, and welcome families from all backgrounds. You don't have to be Jewish to participate in camp, preschool, or any Jewish Community Center program. The main focus of our pro- grams is on producing well-rounded, happy children.

We look forward to seeing you at the JCC.

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Action Day Primary Plus A Unique And

Nurturing Learning Environment!

encourage their small and large motor development, as well as their social and emotional development.

Preschool Program - ACTION DAY PRIMARY PLUS Our Preschool program consists of developmentally appropriate curriculum for children as they move through the preschool years focusing on all areas of development, including Social, Language Development, Math Readiness and Science, Gross Motor, and Fine Motor Skill Development. It is our goal to provide an environment that encourages maximum development for children, as posi- tive experiences during the early years lead to much greater success in the future. We maintain a philosophy that

encourages a semi-structured program to allow for specific growth and individual free- dom. The teachers create lesson plans based around weekly themes to focus on each area of development and set out spe- cific goals for each day.

Since 1968, Action Day Primary Plus has been provid- ing quality education and enrichment to families through- out the Bay Area. Today, our award-winning programs include infant care, preschool programs, a private elemen- tary school, a private middle school, extended-day care across 11 locations, as well as onsite dance, sports, and so much more. Infant Care - ACTION DAY PRIMARY PLUS Our Infant Centers offer a developmentally appropri- ate, semi-structured program that focuses on nurturing all areas of the development for young children, birth through age 2. Even at the youngest age, our daily routine includes circle time and art, as well as plenty of time for exploration. Our infant programs are very special because we provide

Private Elementary School - PRIMARY PLUS ELEMENTARY SCHOOL

Primary Plus Elementary School offers a well-rounded private Junior Kindergarten through 4th grade academic program. Integrated into our STEAM-centered curriculum are a Science Lab, a Technology Lab, and small class sizes. We provide before and after school care, and enrichment and after school programs include dance, sports, and a wide variety of specialty camps, all offered on-site. At West Valley Middle School, students are provided with the means by which to excel. With small class sizes, STEAM integrated curriculum, dedicated teachers, and ful- filling, onsite enrichment opportunities, our students con- sistently outperform others at grade level. Additionally, our Middle School students thrive academically with the advantage of our 1:1 iPad program and choice of elective classes. By offering our students a balanced education with core fundamentals, WVMS prepares its students for what lies ahead. www.wvmiddleschool.com Private Middle School - WEST VALLEY MIDDLE SCHOOL

your child with a consistent Primary Caregiver who is responsible for his or her care each day. The Primary Caregiver carries out the daily schedule in a consis- tent, gentle, and timely way so that your child and care- giver have maximum inter- action and build a close relationship. Each class- room provides develop- mentally-appropriate mate- rials and equipment for each age group to help

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A C T I O N D A Y P R I M A R Y P L U S

Start Ahead. Stay Ahead.

Picture your son or daughter here in an environment designed specifically for individual exploration and discovery, with nurturing caregivers and dedicated teachers providing one-on-one support. Get your son or daughter off to a great start that will keep him or her ahead for a lifetime.

ACTION DAY PRIMARY PLUS PROGRAMS INCLUDE: • Infant care • Preschool program • Private elementary & middle school • Extended-day care • Onsite dance classes • Convenient hours: 6:30am to 6:00pm

SPECIAL ENROLLMENT OFFER ARA S CIEVE 10% OFF THEIR MONTHL RES RESIDENT OGA T Y TUITION!

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HOW CAN PARENTS ENCOURAGE THEIR CHILDREN TO LOVE WRITING?

By Chuck Bernstein (Special to India Parent Magazine)

A t the end of every Write Now! writing

to indulge his or her interests in fantasy, science fiction, adventure, and so forth. School and children’s librarians are excellent resources to help broaden students’ reading interests. In order to minimize the temptations of screens, be sure to use traditional books. • Limit screen time—This is a difficult task today, but it is essential to help your child be an active initiator, which writing requires, rather than a passive recipient of informa- tion. If you have the fortitude to limit screen time severely (to, say, half an hour per day), do it. If not, have your child keep a log and purchase screen time by reading and writ- ing, using an exchange rate of, say, one hour of screen time for every two or three hours of independent (not home- work) reading and writing. • Set a good example—Parents should demonstrate that reading and writing are activities that they value by spending time doing those activities themselves. • Initiate family activities that involve reading and writ- ing—Either before or after dinner, have a 30-minute family reading break where everyone reads a favorite book. It can be done by one parent if the other parent arrives home late, but it would be better for both parents to be involved. Dinner table conversation can start with a quick summary of interesting observations or turns of events in readers’ books. Similarly, consider a 30-minute letter-writ- ing session once a week where everyone writes a letter to a friend or relative. This provides an excellent opportunity to thank people for gifts or invitations and bring them up to date on family news. The letters can be sent by mail or electronically. During a family trip, ask each family mem- ber to keep a journal and make an entry for every day; fam- ily members can then take a minute at dinner to read their entries, which are likely to be very different. A family “cre- ativity night” where everyone writes a short story or a poem would be especially daring, and might generate some excitement when the works were read aloud, even if unfinished. • Attend as a family book readings at local bookstores or schools—This provides an opportunity for young peo- ple to understand that authors are people like them who did the hard work of preparing books for publication. • Attend as a family cultural activities, like a movie, a play, or a concert, and then discuss them afterward—

camp, parents tell me how thrilled they are that their children have come to love writing for the first time. That comment is quickly followed by this question: what can I do to ensure

that this new attitude toward writing continues? There is much that a parent can do to foster a new- found appreciation and joy in writing. However, a more fruitful first question is, what can parents do to ensure that they do not quash their child’s developing interest in writ- ing? Two years ago, I authored another article for this pub- lication entitled, “Teaching Kids to Hate Writing.” I point- ed out how traditional school instruction is inciting stu- dents to hate writing: the red-ink highlighting of every- thing that is “wrong” with a paper, the focus on spelling and grammar instead of thought and organization, the typ- ical submission of a single draft, and, unfortunately, the teacher’s dispositional bias against the burden of reading 30 or more papers in a short period of time. The most important thing for a parent to do is to have the courage and self confidence not to reinforce the negative messages students frequently receive from teachers. Parents should try to take a long-term view of the development of writing skills and, to the extent possible, acknowledge their children’s positive observations, under- standings, and expressions. A parent might even suggest that a student undertake a voluntary rewrite even if it that will have no impact on the grade received. Reinforcement by a parent of a teacher’s invalidating response to written work will not encourage the student to enjoy the writing process or to write more, both of which are essential to writing improvement. In short, if you want your student to become a good writer, the first step is to endeavor to not become part of the problem. That calls for thought and sensitivity. If you desire to do more, there is much you can do to inspire your student to honor and cultivate the written word: • Start with valuing reading—Make reading an essential activity that must be done every day, without fail, like brushing teeth. Make sure that some of the reading is good, time-tested literature, while still allowing your child

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2019

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(“The bird flew away….”) give way to compound sen- tences with conjunctions (“The bird flew away, and/because/but/so….”) that indicate more complex thinking. Parents can encourage more elaborate experi- ences and, thus, thinking either directly through family activities or indirectly through reading and other cultural events. It takes effort, but those proactive initiatives are effective in establishing an intellectual and emotional foundation for articulate, expressive, and thoughtful learn- ers. About the Writer: Chuck Bernstein is president and founder of Early Learning Institute, a Palo Alto-based educational organization that operates three child development centers and two private schools in the San Francisco Bay Area. The programs serve over 500 students and employ 125 teachers and administrators. Though his responsibilities are primarily administrative, he also teaches writing and presentation skills.

Describing what was seen or heard is an essential writing skill; in California schools, it is called “summary writing.” Analyzing the meaning and judging the significance of what was seen or heard is another essential skill called “response to literature” in the California curriculum. Supporting an opinion about the activity is a third essen- tial skill: “persuasive writing.” Writing is thinking on paper. As children mature, their thinking should be encouraged to develop, too, so that they see the connections, causalities, and meanings among events. Writing develops in the same way: simple sentences

31 www.indiaparentmagazine.org

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32 www.indiaparentmagazine.org

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33 www.indiaparentmagazine.org

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INVIGORATING AND EMPOWERING , THE ZUMBA CLASS THAT BROUGHT HEALTHY FUN INTO MY LIFE

By Meena Yeggina

With some of the friends I made at Dave’s (Top Left in hat) class (me Bottom Right in red)

devil, you will eventually find it within yourself.” The problem it looks like was obviously me. I was mentally blocking myself with insipid excuses to avoid exercise at all costs.. And then, like in a dream, on one lazy summery day, I discovered Dave’s Zumba class by sheer accident. I was strolling by the Eastwood dance room after yet another boring workout and happened to have come across Dave’s class. First, it was the energy that seem to be leaping out of his class. Next, it was the sheer number of people! His class was bursting to its seams, which could obviously mean two things: one, the class is easy and fun, or two, it’s helping the participants. Or, if my wish came true, it’s both fun and yields results. I tentatively walked in, late, and expecting the instruc- tor to ask me to leave (I was very late). Instead, he didn’t care. Anonymity and stealth is always the best option for people like me, who just want to blend in during such phys- ical activities. I slowly and reluctantly started, trying to move my 140-pound body to the rhythm. My love affair with Zumba began that day. The Intoxicating Inclusivity of Dave’s Zumba Indian music, mostly classical and semi-classical, have been my favorites flavors always. But Dave made me reinvent my objectivity to different styles of music. I didn’t know until then that Asian, Latin American or Western music could have as much meaning to

A year ago I was a total mess, anatomically. Busy with work and home improvement, I let my health slip a little and body swell a lot. Feeling sick and wanting a way out, I renewed my membership at ClubSport Fremont (now renamed Bay Club). Like millions of women, I find working out tedious, exhausting and inconvenient, especially driving to the gym with my busy schedule. I simply wasn’t motivated enough. Yes, surely weight needs to be controlled (especially at my age), and I must put my best foot forward, but it was just too much: 20 minutes of cardio, on top of another twenty minutes of machines – ups, downs, sits, stands, pulls, push- es…. sigh! Tired of this monotonous drill, I searched for other offers within the club, in which I wouldn’t have to with- stand too much physical exertion and pain, but just enough to sweat a little. My main goal was to lose weight and simultaneously enjoy the process enough to be consistent. However, finding the activity that would bring that magical blend was the frustrating issue. Power yoga? No, too much power and too little peace. Step-Ups? No, too much choreography to remember and not worth the stress. Bollywood? Good, but dreary, repeti- tive, and topped with an uninspiring mix of music. Weight lifting? No, recall I wanted to lose weight first? After a couple of weeks of exploring, I began doubting myself. There is an Urdu saying, “when you search for the

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pants of what they felt about Dave’s Zumba class. Everyone I spoke to said that Dave’s class is the best. Many used the word “uplifting,” while others said “liberating.” One man who is a regular at Dave’s class in Fremont told me that just by attending this class he lost ten pounds in a few months! In Dave’s own words ‘there’s no class anywhere in the entire Northern California such as mine.’ And we all agree wholeheartedly. If you still don’t believe my testimonials, let me relay my daughter’s story to you. I requested her to try out one of Dave’s classes. Even she, an outstanding dancer other- wise, made it her weekly routine after attending just one class. Cramped with work as a Bioengineering and Biology double major at UC Berkeley, she still finds time and takes effort to make sure she doesn’t miss Dave’s class. I asked her why, and she revealed that his Zumba class brings her happiness, plain and simple. In a way that she had forgot- ten to feel once she joined the arduous process of college. She says she can be as she is and as she wants in his class: there is no need to tie her hair up, no need to wear any spe- cific kind of clothes or shoes (like in her varsity class at school), and yet she can still be dancing at a professional level. As far as I am concerned, I can sincerely say that every penny I am paying to the club is worth it just for Dave’s class. My daughter thinks I have a crush on him. I would say I have a crush on the art he exhibits and talent/gen- erosity he exudes. Most in his class think so too. In addition, there is a bonus for me in this: I get to spend quality fun hour with my daughter. A recent Study on Fitness Programs asked adults aged 50 to 80 to join fitness program and among all the exercise routines dancing was found to be the most effective in reversing signs of aging The participants took a 90-minute dance lessons each week and after 18 months their HIPPOCAMPUS grew bigger. Hippocampus of the brain is linked to memory, learning, and emotion and is one of the first areas affected by Alzheimer’s. It usually shrinks as we age. But according to this study, dancing can enhance its growth, thus lowering your risk of dementia. Researchers credit this to the constant learning the adults went through. They had to learn new routines every week, and their steps, formations, and arm-patterns were changed every two weeks. They were also challenged to recall dance routines under time pressure without any help from the instructors. Unlike usual fitness trainings, dancing significant- ly improved their balance as well. So the moral of the story is, go dancing whenever you can! It is totally free and super fun! Editor’s note: This is internet information and we cannot vouch for any authenticity of this study. Please consult your doctor/physician before you start any workout or dance of any kind. T HIS IS HOW DANCING CAN R EVERSE B RAIN A GING A FEW F UN FACTS

me as an American-Indian. Few of the first songs and dance routines of the class that I liked were“No” by Meghan Trainer and “Despacito” by Daddy Yankee and Luis Fonsi. The choreography itself elicited pure energy and joy in me. I felt I was a dancer, despite never having been trained. And that simple fact empowered me. Just like Sridevi in English Vinglish felt on the top of the world by learning a new English word, I felt a strange sense of upliftment through each new step I learned in Dave’s Zumba class. I was addicted, and, truth- fully, I was still struggling to understand why. After a couple of months, I realized it was not just about the dance or music that made this class so whole- some. It was also the personality and character of Dave himself. He never took his class or attendees, even novices like me, for granted. He made sure each class incorporated new songs and new choreography. He made sure to infuse cultures into the core of the class. Intoxicating inclusivity was the structure, with Bollywood, Mainstream, Pop, Asian and Mexican tracks blending to create the perfect one-hour dance class. The multifarious range of experience, culture, age, gender in that class dissipates, and it feels like we are all one. In fact, I made many friends in this class, beyond my ethnic and age boundaries. And a huge part of that is Dave whose secularism, objectivity, love for the art, and the genuine joy for dance seeps through all of us. It allows his class to always invite more newcomers like I once was, while retaining the stu- dents he’s had for years, which I now am. Dave has a sense of rhythm and beat that you adapt to. And you burn so many calories! In less than just a year, I shed my inhibitions (and, remember, calories). I became a mover and a groover at parties, and, as an added bonus, even my hard-to- impress daughter now thinks I am a great companion on the dance floor. Time simply flies in that hour. I always loved dance, especially Indian classical and semi-classical styles. Yet I never actually danced in any for- mat myself. My daughter, with God’s grace, is a fabulous dancer and brings immense fulfillment to my life through her art. I never indulged in the art myself alongside her, despite it permeating my life. Yet, from Dave, with his fan- tastic presence and skills, I was able to make music and dance part of my routine. Part of who I am. It is clear to me that Dave goes the extra mile to ensure his class remains extra special. He practices his numbers every weekend with diligence. He is supported by two young, charming and extremely talented ladies, Kelly and Cecilia. The three take time and effort to bring that extra bit of novelty to class. On top of this, he recognizes talent while encouraging beginners. His recognition is not silent. When he sees a fel- low artist, he just has to applaud it, without any chip on the shoulder. Not sure if I was the only one thinking in these lines, I began a candid survey of my own. I asked several partici-

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