Mission

DC is a bilingual school providing a cha-

llenging, balanced, international education.

Our mission is to empower students to be

active, responsible citizens on the local and

global levels throughout their lives

Volume 14-11-E Sept. 30th

, 2011

I N S I D E T H I S I S S U E

1 Events

2 From the Superintendent

3 Early Childhood

4 Elementary School

5 Secondary School

6 Events: DC students admitted to universities

7 Five Senses Festival

8 Announcements

Vision

Our vision is to develop internationally minded people who, recog-

nizing their common humanity and shared guardianship of the pla-

net help to create a better and more peaceful world as LEADERS in

their respective communities. These leaders strive to be:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

Davy College students admitted to universities

Davy College Newsletter

1st row from left to right:

Xiomara Peña,

Romy Soto,

Mónica Corcuera,

Almendra Rondón

2nd row from left to

right:

Arturo Quispe,

Carlos Vigo

“A bilingual, international school established in 1995”

Page 02

From the Superintendent

Why is it so hard to motivate kids?

As parents, we often have a funny, inaccurate belief that our children won’t care

unless we twist their arms. But the simple truth is that your attempts to motivate

your child are probably working against you. You can’t make your child care just

because you do—in fact, you might actually get in the way of their motivation.

What’s worse, the push-pull of trying to motivate your child usually turns into a

power struggle. There’s something wrong with the picture if you care more about

your child’s grades than he does.

There’s something wrong with the picture if you care more about your child’s

grades than he does.

If you’ve been getting in your child’s ―box‖ and trying to make him care because you do, it’s important to stop and ask

yourself this question, ―What’s my child’s responsibility here? What’s mine?‖ If your child isn’t getting his work done,

your job as a parent is to hold him accountable and teach him how the real world works. In the real world, if you don’t

finish your work, you won’t get paid. Give consequences to show your child what the result of his poor choices are, but

don’t confuse the reason for doing this with thinking you’ll make him care about his math homework simply because

you care about it. Consequences aren’t there to create motivation; you give them because you’re doing your job as a

parent. The bottom line is that you can't motivate another person to care. Your role, rather, is to inspire and influence.

As parents, we often feel responsible for our child’s outcome in life, but understand that this is never the case—

ultimately, your child is responsible for his own choices. But because we think our kids’ success depends on us, we step

into a place where we don’t belong. We’re taught that we need to somehow control our kids, so we often jump in their

box without a second thought. We think we’re supposed to motivate our children to want certain things in life, but that

only causes them to function in reaction to you. Your child might comply to get you off his back or even to please you,

but that doesn’t help him get self-motivated. Again, you definitely want to inspire and influence your child. The goal is

the same: we want our kids to be motivated—it’s how we get there that makes the difference.

I’m Trying to Motivate Him. Why Isn’t It Working? The truth of the matter is, some children are less motivated than others. There are kids who are smart as a whip but who

get report cards with D’s and F’s. Some sit in the classroom gazing into space despite the teacher’s—and your—best

efforts. Maybe you have a child who forgets his assignments or worse, does them and never turns them in. Or you

might have a pre-teen who doesn’t seem interested in anything and has no real hobbies or passions. Maybe your teen

gives up easily or don’t want to try. In spite of your best efforts, he remains stuck or is starting to fall behind. (If you

have other concerns, be sure to have the school and/or your child’s pediatrician rule out learning disabilities, depres-

sion, addictions and other conditions.)

If your child is one of the less motivated, it can be a source of great worry and frustration and sometimes even

despair, and that’s where the trouble can begin. The trouble in this case is your reaction to your child’s lack of

motivation, not the lack of motivation itself. When you get nervous about him, you try to motivate him from the grip of

your own anxiety, and forget that it's just not possible to make someone care.

(to be continued on the next edition,

taken from Empowering Parents – ASCD 2011)

Peter Zeitoun, Ph.D.

Superintendent

Unmotivated Child? 6 Ways to Get Your Child Going

by Debbie Pincus, MS LMHC

Early Childhood / Inicial

Page 03

The Language in Little Children

Language development is one of the most important things

a child can learn. Parents play an important role in

teaching language to their children. Even if we are pro-

grammed to talk in a language, we need to learn the spe-

cific language of the people around us.

Between two and three years of age, children say their

name, build phrases with some words, talk to themselves

in their games, and have a spoken vocabulary from twelve

to one thousand words.

In EC 2, there are different activities where we stimulate

the language: play on words, rhymes, songs, image

description, and storytelling. In these activities the teachers

talk to children in a clear and correct way, without chang-

ing the real name of the things.

The acquisition of vocabulary motivate children to start doing small presentations in the class using their own words,

telling about their photos or favorite stories that they bring to the class.

To continue helping children in their language development, we suggest:

Speaking in the correct form and naming the things by their real name. Never talk trying to use easier words for

the child as this will confuse .

Add more vocabulary, even if you think it will be difficult for your child to understand.

Explain to your child that there are many ways of describing things. For example, when you see a dog call it by

the real name DOG, also teach your child the breed of the dog (Dalmatian) and explain the characteristics of the

animal. The more information you give to your child about an animal, the more interested they will be to start us-

ing different vocabulary.

Ducklings class

Early Childhood

Elementary

Page 04

The Joys and Hardships of Classroom Pets

Grade three is investigating the Interdependence of Living

Things in science this term. Wouldn’t it be a great idea to kick

off the unit with classroom pets? We wondered. We planned.

We decided: a hamster, a turtle and birds. Monica was the

lucky one, she ended up with the turtle.

We began our inquiry by examining our classroom pets

closely. Students sketched the animals, classified its body

parts, identified its needs to survive, and discussed its habitat.

Students asked questions and did research to find the answers.

Over the week, they became very attached and enamored with

Scratch, Ocean, Kathy and Frizzz.

Then the first incident occurred. Ms. Veronica came in on a Saturday morning to find Kathy (the hamster) gone! She

turned the classroom upside down, but there was no Kathy to be found. Sunday came and went, still no Kathy.

On Monday the students were very concerned but tried to focus on their schoolwork. Yet Kathy was on their minds.

It wasn’t until Tuesday morning that Kathy was back in her cage. The hero of this story? No other but our dear custo-

dian, Segundo. He had found her while cleaning the room, and had put her safely back in her cage.

Two days later, the second incident. Ms. Nikta and the class had decided the two birds, Scratch and Ocean, needed

more space than the small cage they came in. So one student donated her Rabbit’s cage. The birds looked happier

than ever and everyone was pleased. We put the birds out for fresh air (and for our sanity—they like to sing off-key),

a few times a day. Well, one day we went to retrieve them, and sure enough, both birds had escaped from the cage

and were sitting in the corner of the balcony! With the help of Ms. Veronica, we were able to safely place them back

in the cage. Segundo (the hero), put wire around the cage to prevent them from escaping again, or so we thought.

There was peace for three days. We were inside working hard on the multiplication table when one student stated,

―Um, Ms. Nikta, I am not sure, but I think Scratch is gone:‖ Sure enough, Scratch had somehow escaped and disap-

peared! This time, he was not in the corner. We looked everywhere, no Scratch. The kids and teacher were devas-

tated. Some cried, some whined, others were angry. The girls could not eat their lunch and spent the whole time

searching for Scratch, calling his name aimlessly. They declared a hunger strike until Scratch was found (we had just

finished studying Gandhi).

At the end of the day, Scratch was safely back in his cage. Who was the hero? Yet another custodian who found him

in the playground, decided this didn’t seem right, and placed him in a box until the owner was found.

The lesson here? Classroom pets are a big responsibility that should not be taken lightly. The students have learned

the valuable lessons of taking care of an animal, respecting living things and understanding that it is easy to fall in

love with our small relatives whom we share the planet with. Another important lesson: you can always count on

Davy College Custodians

to save the day.

Third Grade teachers

Secondary

Page 05

Technology – Design

Skills for the XXI century are lead the discussions for

the elaboration of new educational features. ¿What

does it mean to develop skills or to provide orientation

for the teaching of the subject content?

The report ―Learn for the XXI century‖ identifies nine

learning skills which are classified in three key areas:

Knowledge and communication

Inquiry and problem solving skills

Interpersonal and independent skills

The use of digital media contributes effectively to the

development and training in the above three skills re-

quired by the organization (http://www.p21.org/).

However, we would like to emphasize the contribution

to the development of inquiry and problem solving

skills applying technology, (MYP (www.ibo.org)

named ―Design Cycle‖.

Inquiry and problem solving are the core of technology in the MYP. During the five-year course, it is expected that

students be able to solve problems through technology. MYP Technology uses the design cycle as a reasoning model

and strategy to help students in the analysis of problems and in the designing, planning, creation and assessment of

products/solutions . A product/solution may be referred to as a model, prototype, product of systems. Therefore, the

MYP technology course is applied so that students actively participate and focus on the whole design process instead of

products or final solutions.

MYP Technology demands the use of the design cycle for problem solving related to technology and fostering a

practical focus based on inquiry By doing so, students will not only be able to develop practical skills but also

creative strategies and critical thinking. It is good to know that in our school we teach two technology programs and

that our students are receiving and education that will serve them in their futures.

Departamento de Technología

Davy College Students admitted at the universities

Page 06

Almendra Rondón

Almendra was admitted to the Universi-

dad Peruana de Ciencias Aplicadas. She

will study Interior Design.

Carlos Vigo Carlos was admitted to the Pontificia

Universidad Católica. He will study

Engineering.

Xiomara Peña Xiomara was admitted to the Universi-

dad Peruana Cayetano Heredia. She will

study Stomatology.

Arturo Quispe Arturo was admitted to the Pontificia

Universidad Católica. He will study

Law.

Mónica Corcuera Mónica was admitted to the Pontificia

Universidad Católica. She will study

Publicity.

Romy Soto Romy was admitted to the Pontificia

Universidad Católica. She will study

Engineering.

Five Senses Festival

Page 07

This year we had our 7th Five Senses Festi-

val. This activity, that started small and

shares culture and art, has turned to be an

institutional event. It is so interesting to

notice that throughout the year, our school

community is waiting for this event to share,

get together and enjoy the exhibition of art.

It is not strange to see parents painting or

modeling using clay together with their chil-

dren. It is not strange to have the visit of

schools who come to dance or artisans from

Cajamarca who come to share with us their

traditions and art works. Arts is since, a

long time ago, an important part of our life

in this community.

The Five Senses Festival is the space to

share Art and Culture, learn from other’s

talents, value our culture, maintain our tradi-

tions …and feel ourselves as little artists.

Welcome the creativity,…welcome our Five

Senses Festival! Martin Moratillo

Head of Arts

Announcements

Page 08

Superintendent: Peter Zeitoun Ph.D.

ECE Principal: Mg. Arlette Romero

Elementary Principal: Robert Hagenbucher, M.Ed.

Secondary Principal: Mr. Manuel Huaripata (Interim)

Edition and Design: Miss Sara Nalvarte

Proof-Readers: Dr. Peter Zeitoun / Mrs. Milagros Servat

www.davycollege.edu.pe

Holidays: Students will be on holiday from October 3rd to 7th. We wish they have a time of rest and would

like to recommend you spend as much time as possible with your children. We need them to put forth their

best effort for the last term of the year. Have a great and safe break.

Elementary Parent Conferences: these will take place the week after the break. Teachers will inform certain

parents as to date and time. If you wish to have a meeting with any of your child´s teachers, please make a

note in the diary.

Secondary Parent Conference: These will take place in our gym from 6:00 to 8:00pm on Tuesday, October

11. Parents will be attended on a first come first serve basis with meetings lasting no longer than five minutes.

Any parent who wishes to speak for more in depth should make an appointment to meet at another time.

What’s Happening September 30 Report Cards (ES/SS), end of Term III

October 3rd-7th Term III break

October 10 Term IV starts

October 10-14 Parent conferences throughout the week - ES

October 11 Parent conferences – SS (6:00pm)

October 15-16 U17 Soccer Tournament, boys, 8:30am, gym

October 17 Uniform Optional Day

October 17-21 Grade 12 art exhibition

October 17-21 Book Fair (Library)

October 22-23 National Gymnastics Meet (Gym)

October 27 Early dismissal (EC12:00, ES/SS 12:15pm)

October 29 APAFA Bingo

NEWSLETTER: We encourage you to read the newsletter; it has plenty of useful information here

Visit our photo gallery here User: padres Password: pdavy2011

Dr. Peter Zeitoun

Superintendent