March-April2021

ISSUE 3 - 4

“A flower blossoms for its own joy.”

Oscar Wilde

MARCH - APRIL 2021

New NHEG Heights Magazine Educational | March - April Group 2021

www.NewHeightsEducation.org

EDITORIAL TEAM

NHEG MAGAZINE

TABLE OF CONTENTS

PAGE 24-29

NHEG INTERNET RADIO

PROGRAM

PAGE 106-109

KELLY BEAR PRESS

PAGE 36-37

PAGE 114-115

EDITOR IN CHIEF

Pamela Clark

NewHeightsEducation@yahoo.com

MISSING CHILDREN

PAGE 40-47

ATTENTION POTENTIAL

GUESTS!

PAGE 118-119

PRODUCTION MANAGER

PROOFREADERS/EDITORS

PHOTOGRAPHERS IN THIS ISSUE

Marina Klimi

MarinaKlimi@NewHeightsEducation.org

Laura Casanova

LauraC@newheightseducation.org

Khrista-Cheryl Cendana

Khrista@NewHeightsEducation.org

Elizabeth White

Frani Wyner

Pamela Clark

Janene Kling

Caroline Chen

Brendan Kelly

PAGE 04

THOUGH OF THE MONTH

VOLUNTEERS ARTICLES

PAGE 50-57

THE NHEG LEARNING

ANNEX

PAGE 60-61

NHEG DATA

PAGE 62-63

NHEG BIRTHDAYS

ANNIVERSARIES

NHEG SUPPORT GROUPS

PAGE 122

VOLUNTEERS RATINGS

PAGE 124-129

RECIPES

PAGE 132-135

GET YOUR FREE EBOOK

PAGE 136-139

PAGE 05

PAGE 68-69

NATIONAL HISTORY BEE

NATIONAL SCIENCE BEE

EDITORIAL TEAM

THE WALK IN AND OUT

OF DARKNESS

PAGE 140-141

PAGE 16-21

NHEG AWARDS

PAGE 22-23

PAGE 72-73

VIRTUAL READING

PROGRAM

PAGE 86-100

FEE ARTICLES

FUN CORNER

PAGE 146-147

NHEG PARTNERS

& AFFILIATES

VOLUNTEERS PAGES

2 2 3

3



Thought for the Month

NHEG wishes everyone a happy

and safe Spring.

Hoping everyone is enjoying their

school year and that

knowledge is blossoming.

Pamela Clark

Founder/ Executive Director of

The New Heights Educational Group,

Inc.

Resource and Literacy Center

NewHeightsEducation@yahoo.com

http://www.NewHeightsEducation.org

Learning Annex

https://School.NewHeightsEducation.org/

A Public Charity 501(c)(3)

Nonprofit Organization

New Heights Educational Group Inc.

14735 Power Dam Road, Defiance, Ohio 43512

+1.419.786.0247

Welcome to the official

New Heights Educational

Group store.

Where you can purchase

NHEG branded products.

https://new-heights-educational-group.myshopify.com

4 4 5

5

2020 Top-Rated

Nonprofits using GreatNonprofits

New Heights

Educational Group

Congratulations

Your community has selected your organization as one of the 2018 Top-Rated

Nonprofits using GreatNonprofits. You are among a distinguished few to

receive this community endorsement.

Perla Ni

CEO Greatnonprofits

You can read it at the following link

https://www.NewHeightsEducation.org/NHEG-blog/e-a-s-y-toons/

NHEG AWARDS

The Stevie® Awards 2020

NHEG AWARDS

VOLUNTEER PAGES

New Volunteers

Volunteers of the Month

Sapna Shukla 1/6/2021

Data Entry/Compiling Educational Resources

Jyoti Aggarwal

Jon Aitken

Michelle Alwin

Javier Cortés

Vy Dinh

Sarika Gauba

Arianie McGee

Nayana Mogre

Alexandre Oliveira

Michael Anderson

Stephanie Gross

Bruno Patrick Moses

Chinmay Arvind

Erika Hanson

Charlotte Picardo

Senadee Atapattu

Rhone-Ann Huang

Leah Sedy

Cheska Bagalso

Kristina Kafle

Alina Sheikh

Celeste Behret

Padmapriya Kedharnath Priya

Sapna Shukla

Setiani Bhuiyan

Meghna Kilaparthi

Arina Stroeva

Katie Buchhop M.

Doyoon Kim “Dean”

Olaniyan Taibat

Laura Casanova

Marina Klimi

Elizabeth White

Khrista-Cheryl Cendana

Janene Kling

Sheila Wright

Sampan Chaudhuri

Meghan Lafferty

Frani Wyner

Caroline Chen

Julia Landy

Allene Yue

Kristen Congedo

Tyler Maxey-Billings

A very sad goodbye to Enjoli Baker, we wish you all the best.

Thank you for all you’ve done for us.

Welcome back to Sapna Shukla!

Sapna volunteered with us in many capacities

in the past and has decided to return to our organization.

She is now working in our data compilation department

THE INTERNET RADIO PROGRAM FROM

NEW HEIGHTS EDUCATIONAL GROUP

Internet Radio Show Spots now available

The New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement on our internet radio show.

All products, business and service advertisements will need to be reviewed by our research department and must be approved by NHEG home office.

All advertisements must be family friendly.

Those interested in purchasing packages can choose for our host to read the advertisement on their show or supply their own pre-recorded advertisement.

If interested, please visit our website for more details.

https://Radio.NewHeightsEducation.org/

The NHEG Radio Show is an internet radio program in which the hosts cover various topics of education for Home, Charter and Public School families in Ohio.

These Communities include Paulding, Defiance, Van Wert, Delphos, Lima, Putnam County, Wauseon and Napoleon. For an invitation to the live show, visit us on Facebook or Twitter to sign up, or email us at info@NewHeightsEducation.org

If you are looking to listen to past shows, please check out this document

https://docs.google.com/spreadsheets/d/1oW5gxFB7WNgtREowSsrJqWP9flz8bsulcgoR-QyvURE/edit#gid=529615429

that lists all the shows that have been released.

U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD

The President’s Volunteer Service Award recognizes and celebrates Americans who make

a positive impact to not only their community but the country as a whole

VOLUNTEER HOURS

About PVSA

The President’s Volunteer Service Award is the premier volunteer awards program, encouraging United States

citizens or lawfully admitted permanent residents of the United States through presidential recognition to live a life of service.

New Heights Educational Group (NHEG) is an official certifying organization for The President’s Volunteer Service Award. We encourage

all volunteers to create an account and begin tracking their service hours.

Please contact us at info@newheightseducation.org or by phone at 419.786.0247 for a verification form, and log your hours by creating a

profile on the President’s Volunteer Service Award website using the Record of Service Key:

TTG-43498 , to identify New Heights Educational Group as your institution.

Your recognition inspires others to take positive action to change the world!

Learn more at https://www.presidentialserviceawards.org/

Criteria

Individuals, families and groups that meet the criteria are eligible for the PVSA.

Recipient(s) must be a United States citizen or a lawfully admitted permanent resident of the United States.

Awards are issued for service hours served within a 12-month time period or over the course of a lifetime.

Awards are issued for volunteer service only; additional levels of participation with the organization (i.e., charitable support) are not a

factor considered for the award.

Court-ordered community service does not qualify for the award.

Awards are issued by approved Certifying Organizations.

Service must be with an approved Certifying Organization that is legally established in the United States,

the Commonwealth of Puerto Rico or one of the U.S. territories.

Eligibility

Pamela Clark – Bronze – Silver – Gold – Life Time

Briana Dincher – Gold

Khrista- Cheryl Cendana – Bronze – Silver

William Naugle – Bronze – Silver – Gold – Life Time

Michael Anderson – Bronze – Silver – Gold

Robert Hall – Bronze – Silver – Gold

Sapna Shukla – Bronze – Silver

PVSA RECIPIENTS

Hours are measured over a 12-month period and awards are designated based on cumulative hours. The awards are offered in multiple

levels and are designed to recognize each milestone of your service achievement. Levels include bronze, silver, gold and the highest honor,

the President’s Lifetime Achievement Award for those who contribute more than 4,000 hours of service in their lifetime.

The New Heights Educational Group (NHEG)

announced recognition

The New Heights Educational Group (NHEG) announced recognition of Mr. Michael Anderson,

Assistant Virtual Development Director of Website Design and WordPress Expert.

For every new subscription to PEACE Readers INTL

$25

Mr. Anderson not only volunteers with NHEG but many other organizations.

Due to his contributions, he has earned the Gold Presidential Service Awards.

This recognition includes a signed certificate from the President of the United States

along with a coin.

Pamela Clark, Executive Director of NHEG stated, “Michael Anderson has a big heart and passion for making positive

change in the world of education. We are fortunate for his volunteer service.”

will be donated to:

New Heights Educational Group

Subscribe/Donate NOW:

https://www.patreon.com/join/read4peace?

FAQ’s: https://read4peace.org/faq/

Contact: d.white@read4peace.org

Good Info, Better People, a Greater Cause

ANYONE HAVING INFORMATION SHOULD CONTACT

DON’T HESITATE!

Franklin County Sheriff’s Office (Ohio) 1-614-525-3333


NHEG volunteers ARTICLES

Is Volunteering Worth The

By Khrista Cendana

Are you bored and you don’t have anything to do? Do you want to do something to improve your resume? Volunteering

might be something that you can do in your spare time, and it could improve your skills! Volunteering could help you in

your education and schooling. Here are some pros and cons of volunteering. This list could be helpful to you if you have

any interest in volunteering.

Pros

Cons

1.Resume - If there’s a certain skill or asset that you want 1.Boredom - The work may not involve enough tasks, and

to brush up on, you can look for a volunteer opportunity it could lead to boredom and nothing to do.

that has the skill or asset to help you. Your resume will


It really depends on what volunteering work you’ll be doing and if it will help you with your work in the future or even with your

resume. However, if neither of those things apply to you, it could be that you’re volunteering just for fun and to have whatever

experience you may want. Besides volunteering on-site, you can also volunteer virtually. You can go to VolunteerMatch and find

what organizations may need help.

There are a lot of benefits to volunteering if you’re planning to do it, but there are also some downsides. I’ve volunteered at a few

organizations prior to NHEG and NHEG has helped me the most. I’m not working on-site, but I am helping virtually in whatever

way I can.

Websites Used:

NHEG

VolunteerMatch

6 Benefits of Community Service

Working and Volunteering: Pros and Cons

Advantages and Disadvantages of Volunteering

look good if you have that extra experience and skills.

2.Skills - The skills that you’re learning in your volunteer

work may not help later on.

2.Make a Difference - What better way but to help an

organization that needs help?

3.Time Consuming - Your volunteer work could be time

consuming and may not be interesting to you.

3.Networking - If you spend enough time with the organization,

you can network with other people within the

organization and see if you can get either a paid position

or new volunteer work you might like.

4.Teamwork - If you’re working with a team in your volunteer

work, you may find that not everyone is interested in

the work.

4.Social Media - If you have like LinkedIn, the organization

or people you work with may leave you a good review, and

other people will see how hard a worker you are.

40 41


Here are some of the differences:

Charter Schools

Why Charter School?

By Khrista Cendana

Why do you want to go to a charter school? My mom has

been telling me that if I were still in

school, she would have enrolled me in a charter school

rather than a public school. Are charter

schools better? What are the differences and options

when enrolling? I always thought that

charter schools help students more than public schools, is

that true? Are they clearly different or

are they the same? To find out the correct answers to

these questions, we need to dig a little bit

further.

Public Schools

1. May use a lottery system if the charter school is 1. They must accept every child in its district.

popular and hard to get into for the

2. Larger class sizes.

student.

3. Education standards set by the state education

2. Smaller class sizes.

board.

3. Transportation is arranged by the students. 4. Transportation provided by school within

4. Private board.

designated area.


I think it depends on what charter school you want to attend online or even physical. The ones I checked are

in California, Nevada and Ohio and have different requirements for the students to be able to learn online.

Moreover, it depends on the individual state to have Teachers Certified Or Not by the education commision.

Charter schools are run by nonprofits ( What Are Charter Schools ) and are funded by the federal government

with the amount depending on how many students are enrolled.

Charter schools at the end are like ‘traditional’ schools, and they differ from one another like any

other school does, depending on their sizes, number of students and state regulations. If I were

looking for either a public or charter school, I may go for charter school for my kid because it has

fewer students. It’s up to you, however, to choose what school is good for your children.

Websites Used In Article:

Public vs Private vs Charter

Charter Vs Public

Comparison

San Diego

The Delta Academy

Ohio Connections Academy

Buckeye Online School For Success

Teachers Certified Or Not

What Are Charter Schools

If you want to know more, check out Public vs Private Vs Charter

What is the same in charter vs public schools?

1. They are both free

2. Cannot discriminate students.

3. Both school systems are considered public.

If you want to know more, check out Charter Vs Public Comparison

Online Charter School

San Diego - diploma, one-on-one attention, individualized program, accreditation, online classes, respected

education. (California)

The Delta Academy - online model, attend evening sessions once a week, teachers availability face-to-face,

tech lounge, flexibility, etc. (Nevada) Ohio Connections Academy - free, certified teachers and coaches,

online multimedia, accessible everywhere. (Ohio) Buckeye Online School For Success - tuition free, grades

K-12, 100% online. (Ohio)

Are they clearly different or are they the same?

42 43


From the world of imagination:

a day in the park with preschool students

By Daniela Silva dos Santos

On a sunny morning

a group of preschoolers

went to the park

with their teachers.

Two students, Arthur

and Peter, after playing

a lot in the park

with their toys, found

a large cardboard

box that was in the

school’s recyclables.

Arthur looked at Peter

Education on Star Trek

By Khrista Cendana


Photo credit: Sunder_59OK http://photopin.com

of joy exclaimed:

and with bright eyes

Have you ever wondered if watching Star Trek is good for kids? I started watching Star Trek back in the middle of

“Peter, why don’t we take this box and build a spaceship so we can travel to space and visit different planets?”

the ’90s as a kid, and as of right now, I am still hooked on the fandom. Besides the awesome characters, episodes

and music, did you know that there’s also an educational element within the Star Trek series? Star Trek is good

Without hesitation, Peter ran enthusiastically toward the box and carried it in his arms gave it to his friend.

for kids to watch, and adults can watch it with them if you think the episode may be too graphic. Here are some

things kids can learn from watching Star Trek:

Under the watchful eyes of the class, Arthur and Peter decided to tore the back of the box, and suddenly the object

looked like a sleigh. Then Arthur, looking at Peter, suggested:

“Our spaceship is almost done; now all we have to do is to add fuel.”

So Peter started collecting some sand with his bucket and dumped it into the box. Excited, he turned to Arthur

and said:

“All set. Countdown to takeoff!”

Holding a branch in his hands, Arthur sat at the front of the “spaceship” and, with the help of his co-pilot Peter,

began to announce aloud to the other children in the park:

“Guys, we’ll visit other planets with our spacecraft. Who wants to go with us? Come on take your seat and let’s

take a trip!”

Little by little, other children began to sit down in a row inside the box and, with the help of the teachers, started

the countdown to launch:

“10, 9, 8, 7, 6, 5, 4, 3, 2,1. Takeoff”.

1.Culture

Star Trek is technically about living in space and meeting new civilizations “to seek out new life and civilizations”

(James T. Kirk). The characters encounter different cultures, and even before landing on their planet, they have to

learn what the customs are. For instance:

Greetings - hand salute (Vulcuns, humans)

Language - Kardasi, English, Klingon

Race - Cardassian, Humans, Bajorans, Klingons

Just like in the show, in real life we have different cultures that we have to abide by. In school, we will learn the

basic language, like Spanish, Chinese, or Japanese. We even learn the basic greetings: buenos dias (Spanish), Nihao

(Chinese), konnichiwa (Japanese). Lastly, we learn about the foods, history, etc. of the people who speak Spanish,

Chinese, and Japanese.

Laughing, the children began to wave to the teachers and to the other students in the park, saying:

“Bye, bye, see you later!”

“Bye, bye guys. Have a safe trip and have fun, teachers replied”.

The episodes that teach about culture will sometimes let the viewers see how to meet and greet someone they

don’t know for the first time.

And this was undoubtedly an amazing trip around the world. From the world of imagination...

2.Education

Besides culture, there are even some real-life topics on the TV series that kids could learn about if they watch

enough Star Trek episodes:

44 45


• Military time

• Military ranks

• History/Astronomy


On Star Trek, the time is stated in military time. Someone might say 0900 hours, which means 9:00am. It took me

a while to understand the military time as I was also a kid while watching the show, and even to this day I sometimes

make mistakes. However, if you’re interested in military topics, this is something worth learning as it coincides

with real life.

The military ranks in Star Trek are different from real life, of course, but kids could understand the concepts—for

example, what’s the highest rank in Star Trek—and they might even ask, what the highest rank is in the army in

real life.

Lastly, history and astronomy! Not a lot of kids like learning history or astronomy. However, if they see an episode

of Star Trek that involves history, astronomy and the past, classes may become interesting to them.

46 47

Support NHEG with BoxTops for Education

Eventually the Box Tops program will become digital-only. Participating brands are starting to change their

packaging from a traditional Box Tops clip to the new Box Top label.

If you see this label, use the new Box Tops app to scan your receipt. Box Tops are still worth 10¢ each for your

school. The app will find participating products purchased at any store and instantly add cash to your school’s

Support NHEG with BoxTops for Education

https://youtu.be/Hh94b2BvFK4

Get the APP and scan your receipts - choose to allow instant access

https://www.boxtops4education.com/?utm_source=Email_newsletter&utm_medium=email&utm_campaign=BTFE_08_15_2019&

vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80kkS4ZSCqdl_ejI2quOGeZ8njeGpS1BwPtRnlrof3

Z0KZA==

“Congratulations! Pamela Clark, a recognized

NSHSS Educator at

New Heights Educational Group Resource

and Literacy Center,

is honored to share this

opportunity with students that earn placement in

the National Society of High School Scholars."

https://www.nshss.org/

Choose New Heights (it will list us as Holgate, Ohio 43527 -

this is where the BoxTops coordinator and Board Member lives)

The NHEG Online Learning Annex provides online courses, free and fee based classes for children

and adults who wish to learn more and looking for something affordable.)

Our online classes are either self-enrolled, meaning you can learn at your own pace or standard online weekly

course taught by one of our volunteer teachers or tutors.

NHEG is launching a Genealogy and Education

Course and a DNA and Education Course.

Taught by Heather Ruggiero, our Financial

Literacy course is a self-taught class that helps

you build a better understanding of your finances.

HOLIDAYS AROUND THE WORLD

The orphan trains operated between 1854

and 1929, relocating about 200,000 orphaned,

abandoned, or homeless children.

This class will instruct students on how to apply for a

job and what is expected of them during the hiring process.

This Class is free to the public and will be available

through Google Classroom.

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE

http://School.NewHeightsEducation.org/

FOREIGN LANGUAGES

This course will also teach students basic writing. For

those students who don’t have a Chinese name, this

course will assist students in getting theirs!

This 10-week course will take place for an hour twice a

week and will be open for middle school to adult students

will learn to speak and write Japanese

The focus of the 10-week ELS course is to improve the English

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.

The focus of the 10-week ELS course is to improve the English

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE


MUSIC COURSES

NHEG Music Program will offer many musical opportunities including: Music

Theory, History of Music, Famous Composers, Famous Musicians, individual

lessons, instrumental lessons, and much more. These lessons will range in price

from free to low cost classes.

Google Classroom Code: qaqcewm

ENROLL HERE

INTRODUCTION TO PIANO: ALLENE

Google Classroom Code: etgactm

ENROLL HERE

FAMOUS COMPOSERS OF THE PAST: ALLENE

Google Classroom Code: ebdjipk

ENROLL HERE


PARTNER COURSES

How To Teach Online

Cost: $25

Access Online Course

Why Have A Business?

Cost: Free


Understanding Yourself As An Entrepreneur

Cost: $25


Servant Salesmanship

Cost: $25


Your Business By The Numbers

Cost: $25.00


Creating Your Business Strategy

Cost: $25


Personal & Professional Development Coaching Course Overview

Are you ready to unlock your SUPERPOWERS and attract more of the things you want

and less of the things you don’t want?

Create The Life You Love

Cost: $197

Purchase Course

Create The Life You Love

Cost: $788

Purchase Course

How To Turn Your Passion Into Profits

Cost: $1576

Purchase Course

How To Write A Book In 30 Days Or Less

Cost: $1800

Purchase Course

The Natural Speller online course is

a way to help students from public,

charter and home schools to help

become effective spellers while in

school.

ENROLL HERE

The NHEG Learn to Read: Adult Literacy

online course gives teachers/

tutors/reading guides strategies

for helping older students acquire

literacy skills and provides methods

for consistent, repeated practice

ENROLL HERE

In this course, we will help provide

you a better understanding of

Chemistry and how it used.

ENROLL HERE

The Animation Course

The TAFI award winning Animation Course provides students the tools they need to enjoy the process

of creating stories & animating them.

Purchase Course

The Drawing Course


The drawing course consists of 2 levels with the goal of teaching classical drawing skills & then take the

animation course to increase your drawing skills.

Purchase Course


NHEG BIRTHDAY

NHEG ANNIVERSARIES


MARCH

APRIL

MAR 02

Meghan Lafferty

APR 02 Arianna Penzo

APR 03

Aayush Gauba Employment

MAR 8

Tyler Maxey-Billings

APR 07

Allene Yue

APR 21

APR 31

William Atkinson Employment

Janene Kling Employment

MAR 10 Mariam Qudoos

APR 09

Greg Clark

MAR 16 Chad Stewart Employment

MAR 10

Kailyn Spangler

APR 12

Benjamin Clark

MAR 16 Julie Suffel Employment

MAR 11

Stephanie Gross

APR 15

Karina Saucedo

MAR 30 Jon Atiken Employment

March 2021

MAR 17

MAR 19

Leigha Scott

Kristen Congedo

APR 16

APR 24

Sapna Shukla

Jyoti Aggarwal

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

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21 22 23 24 25 26 27

MAR 24

Tara Khurana

28 29 30 31 1 2 3

© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty

April 2021

MAR 27

Linghua Ding

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

28 29 30 31

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11 12 13 14 15 16 17

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© Calendarpedia® www.calendarpedia.com Data provided 'as is' without warranty

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Do you want an uplifting and inspirational story?

Check out Unpredictable:

The Walk in and Out of Darkness:

https://unpredictablethewalk.weebly.com/

VIRTUAL READING PROGRAM OVERVIEW

In partnership with 2nd & 7 Foundation and our Reading Ambassador Rhone-Ann Huang, we have

implemented a virtual reading program for children. As part of 2nd & 7’s “Tackling Illiteracy”

program, and with the help of Zoom video conferencing, student-athletes will read with second-grade

students and discuss why reading and staying on top of schoolwork is essential.

This school year, the volunteer readers are student-athletes from Dartmouth University. The

books to be read are the “Hog Mollies” books, written by 2nd & 7. Each book is 30 pages and contains

a different important lesson and moral. There are 13 “Hog Mollies” books, and there will be

13 readings.

The virtual readings will be held two to three times a month on Mondays, with the exception of

holidays, starting on January 11, 2021, 4:30 pm EST.

All second-graders are welcome to join.

https://www.NewHeightsEducation.org/NHEG-Educational-Programs/Virtual-Reading-Program/



Press Releases

1/7/2020

New Heights Educational Group Announces Partnership with Chamber

Theatre Productions

Virtual education experience features the works of Edgar Allan Poe

The New Heights Educational Group (NHEG) has partnered with Chamber Theatre Productions

in Quincy, MA, to offer Edgar Allan Poe: The Midnight Collection, an online one-hour dramatic

educational experience featuring four of Poe’s works.

Included in the collection are three live dramatizations of stories and poems, an audio poem, an

animated biography of Poe’s life, exclusive interviews with the creative team, study guides, and

other fun educational activities. The education package provides flexible one-week rental

options for either classroom or remote learning.

Pamela Clark, Executive Director of NHEG, stated, “This partnership offers a unique experience

for those interested in history, classical education, performing arts, Edgar Allan Poe and theatre

productions that can be streamed from the comfort of home or shared in the classroom. With

45 years of experience, this theatre and its productions have brought thousands of students to

theatrical educational performances across the country.”

You can learn more about this unique virtual education experience by visiting

https://school.chambertheatre.com/

and

entering code: HS5 at checkout - and you will receive

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Article 3- How can students stay motivated

during their education?


I do understand that the Covid-19 pandemic has added more pressure on staying motivated, but It’s essential to

understand that the world is not perfect; hence, ups and downs are always going to be there. I recently attended

a mental health event where we were discussing the symptoms of mental health issues, advice for mental health

and the importance it has on our day-to-day lives. Here are some of the tips I’d like to share. I understand that

tackling mental health issues is subjective, but trying the tips listed below may help relieve some stress and help

you stay motivated:

• Create a timetable/to-do list to regulate your days (email me for a personalized template)

• Spend less time on your phone before bedtime.

• Speak to someone you trust (statistically found to help overcome some issues faced)

• Meditate (breathing exercises, yoga, transcendental meditation, etc.)

Junior and senior years can be daunting with completing college applications in the US, personal statements

in the UK, recommendation letters, etc. But it is important to survive these years smoothly and happily

without burning out. In September 2020, many younger students reached out to me with the question,

“How do I survive senior year?” I wrote to them that I was already aware that year 12 is a big step ahead

from year 11. So I highly suggest you think about it as a way to higher success that requires lots of hard

work and effort. In order to get the most out of grade 12, it’s very very important to be organized and have

time management skills. I’m not saying you need to be multitasking; rather, you should find a way to balance

out those 24 hours a day with both academics and extracurriculars.

Extracurriculars are so important. They become a huge element of resumes for jobs, work experience and

internships and of personal statements to get into college. Grab onto opportunities that you feel you are

capable of doing and have time to commit to. Don’t take on all extracurriculars at one time as doing so will

shift the balance away from your school exams. Extracurriculars are very important because they show

that you are well-rounded and focused on more than just studies. They bring out other capabilities, such

as teamwork, leadership and creativity, and show that you are balanced in everything you accomplish. I

would highly suggest having at least one to three extracurriculars to show you are focused on things you

love but you don’t overexert yourself.

To give you a short summary of the things you can do to stay motivated:

• Do activities that excite you, whether sports, arts, writing, playing musical instruments, etc.

• Have a motivational goal in mind constantly that pushes you to do things that you didn’t wish to = see the big

picture in front of you.

• Spend time with loved ones, whether family members, neighbors, relatives or friends.

• Reach out for help, support and guidance without hesitation = communicate effectively.

• Take small steps, as success doesn’t come within seconds = work in progress.

• Assist in a humanitarian cause, such as by volunteering or fundraising: being involved in an environment and

working on projects that benefit the welfare of society will make you feel better.

• Travel to explore the world.

• Listen to inspirational podcasts or music.

Some helpful links:

• Notion: Notion is an application that provides components such as databases, kanban boards, wikis, calendars and reminders. Users can

connect these components to create their own systems for knowledge management, note taking, data management and project management.

It is suitable for web, macOS, Windows, iOS and Android: https://www.notion.so/

• Trello: Trello is a web-based kanban-style list-making application that is a subsidiary of Atlassian, a collaboration tool that organizes your

projects into boards. At one glance, Trello tells you what’s being worked on, who’s working on what and where something is in a process:

https://trello.com/en

• I highly recommend you read the Forbes article “How to stay motivated and accomplish anything”: https://www.forbes.com/sites/nextavenue/2013/07/19/how-to-stay-motivated-and-accomplish-anything/

• NHEG (New Heights Educational Group) offers a variety of educational programs, including Travel with NHEG, tutoring, tracking student

growth and fundraising: https://www.newheightseducation.org/nheg-educational-programs/

• NHEG has its own radio show, an Internet radio program and podcast in which the hosts cover various topics of education for home, charter

and public school families in Ohio and beyond. The shows cover many aspects of education: the power of education, restructuring

schools, the IEP process, tips for teens, zoology, technology, common core, history, science, reading, business, entrepreneurship, special

needs, round-table discussions and reading of NHEG’s bi-monthly teen comic book series, which tackles youth issues. The show educates

Be organized: I love using Trello to track meetings and ideas or a simple book and pen for my to-do lists for

and inspires its audience by sharing and welcoming discussions. You can listen to it here for free: https://radio.newheightseducation.org/

the day. Allow time for personal leisures: If you ever feel tired, take a break, close your eyes and relax.

• NHEG also has several opportunities in volunteering. Find out more at: https://www.newheightseducation.org/volunteer-with-nheg/; the

Study beforehand: Create a useful study timetable and make sure to follow it. When I say “useful,”I

volunteer form is at: https://www.newheightseducation.org/volunteer-with-nheg/volunteer-form/

mean it should be one you are able to follow for at least six months. Lastly, enjoy and value the process of

maturing and gaining lots of knowledge before you go on to college or an apprenticeship. Our teacher

Written by Charlotte Picardo (year 12 student in the UK) and Proofread/Edited by Kristen Congedo

told us, This is a challenging year but a rewarding experience. I’m looking forward to how year 12 changes

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my life.

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For example, in the 1980s there were widespread fears that HIV could be transmitted

through toilet seats. The myth has been long since debunked, and decades later the

New York Times pointed out that during that period, fear of AIDS spread much faster

than the viruses that cause it.

While the “COVID toilets” stories published by the Post and Times no doubt generated

millions of clicks, both papers neglected to tell readers an important detail: of the

tens of millions of COVID cases worldwide, not a single one has been connected to a

toilet.

A Flawed Incentive Structure

One might ask why a teachers union is demanding toilet lids as a condition to returning

to the classroom when not a single COVID case worldwide can be traced to a

toilet. Perhaps they simply didn’t know, although that’s unlikely. An infectious disease

professor points this detail out in the Chronicle’s story on the union negotiations.

Teachers Union Demands Lids on All Toilets—Though No

COVID Cases Traced to Toilets

By Jon Miltimore

Fear of public toilets is nothing new

and surprisingly common.

But is COVID by toilet really a thing?

Wednesday, January 13, 2021

Unions are known for playing hardball politics, but the latest demand by San Francisco teachers has some people scratching their heads.

The San Francisco Chronicle last week reported that the United Educators of San Francisco are demanding “the installation of lids on every

toilet, which is not required or recommended by county, state or federal health officials.”

The measure, writes Chronicle education reporter Jill Tucker, is intended to prevent transmission of the coronavirus through droplets and aerosols

released when nature calls in school restrooms.

COVID by Toilet?

The COVID-19 pandemic has been a trial on a number of levels. Worldwide, nearly two million people have died from (or with) the virus, according

to official statistics.

But the real question is this: why would they not? It’s worth pointing out that the money is not coming out of the pockets of union members.

And as famed economist Milton Friedman once observed, people spend other people’s money differently than their own.

But there’s more than that. It’s important to understand that teachers unions are operating under a unique incentive structure. As the economist

Thomas Sowell once observed, it’s not just that the interests of the union don’t align with the students, they often don’t even align with

the best interests of teachers.

“First, our teachers unions are not created by teachers. There are people who create unions. And in fact, the interest of the teachers unions can

be opposite than those of a teacher,” Sowell said in an interview with the Hoover Institution in July.

He continued:

“When money is out there and available, you could use that money to raise teacher salaries. That would be good for the teachers, it would be bad for the teachers

union. The teachers unions, again, get more dues, if instead of raising the teacher salaries, you create more jobs, more teachers, aides, more counselors, more

nurses, more this more that, more bureaucrats in the system.”

It’s not surprising, then, that the virus has elicited a great deal of worry, some of it prompted by an avalanche of research and media coverage.

While there has been some solid journalism and impressive science conducted during the pandemic, there has also been a great deal of conflicting

research and sensationalized reports—including news articles that claim COVID-19 could be contracted from toilets.

“Flushing May Release Coronavirus-Containing ‘Toilet Plumes,’ the headline of a June Washington Post article reads.

All of this is to say that installing toilet lids that don’t actually protect anyone might not help students, it might not even help teachers, but it

might benefit the union in ways that are not immediately apparent. (For example, the move could be a simple stall tactic—pardon the pun—to

draw out negotiations or a public relations stunt to make it appear the union’s primary concern is safety.)

The New York Times ran a similar story the same day.

Both articles cite the findings of a Yangzhou University scientist who published a paper claiming toilet flushing could force aerosol droplets out

In any event, if Sowell’s reasoning is correct, it’s quite possible those concessions will serve to advance the goals of the union more than workers

(or students). And it’s because of this perverse incentive structure that many economists argue unions tend to undermine the very interests

of those who they claim to protect.

of toilets, causing them to linger long enough to be inhaled by occupants.

“It is altogether probable that even the highest real wages now received by members of strong unions are lower than such wages would have

“Flushing will lift the virus up from the toilet bowl,” Ji-Xiang Wang, a co-author of the study who researches fluids, told the Post. “[Bathroom

users] need to close the lid first and then trigger the flushing process.”

been if the unions and their historic policies had never existed,” the journalist and economics educator Henry Hazlitt observed in The Strike.

In other words, to understand why school districts would spend money on useless toilet lids instead of on students or teachers, look to the

flawed incentive structure in place.

Fear of public toilets is nothing new and surprisingly common. In fact, many people reading this article likely know someone who is afraid to

use a public toilet for one reason or another. (I know several.) Sometimes the phobia is linked to an inability to “go” in the presence of another

person, known as Paruresis or Parcopresis. But, often it stems from a fear of germs. The fear is fed by (and feeds into) urban legends about

It’s a stark contrast to free labor markets, which are based on freedom of association and which empower individuals who are more likely to

make rational economic decisions to the benefit of all—instead of flushing resources down the toilet.

bathroom health risks.

Source: The Foundation for Economic Education (FEE)

https://fee.org/

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“Union leaders say the narrative that they’re acting as obstructionists and pushing to keep schools closed is unfair,” EducationWeek reports.

“They say they’re only asking for reopenings to be done safely.”

This excuse doesn’t cut it. Studies have consistently shown that school reopenings are not a major contributor to outbreaks of COVID-19. So,

if 2020 has taught us anything, it’s that we never should have underestimated the sheer power of teachers’ unions.

Earlier this year, economist Thomas Sowell released a book titled Charter Schools and Their Enemies. In it, he issues a stunning indictment

of the traditional public school system, teachers’ unions, and the politicians who will face political consequences if they defy incumbent powers.

He masterfully analyzes the educational outcomes of low-income students who go to charter schools compared to their similarly situated

peers in traditional public schools. By the end of the book, the reader is left outraged at the injustice done to ordinary students by those in

power.

Sowell points out that while only 10 percent of the traditional public schools he studied had a majority of students passing at the “proficient”

level on the mathematics exam, 68 percent of charter schools achieved that level. When it comes to the English test, the numbers are 14

percent and 65 percent respectively.

This is regrettable, because students who are not provided a quality education when they are young may never gain the marketable skills

necessary to compete for a well-paying job later in life. Foundational skills in math and English are of crucial importance and the stakes here

The Fight to Keep Schools Closed Has Proven Thomas

Sowell Right About Teachers’ Unions

By Jack Elbaum

Wednesday, December 30, 2020

Their willingness to put children last

and fight to keep schools closed has

proven once and for all that teachers’

unions do not, in fact, have kids’ best

interests at heart.

One of the first things we learned about the coronavirus is that it has a near-zero death rate for kids. We also soon found that children are far

less likely to transmit the virus than adults.

Considering these facts, one might reasonably expect that schools would be some of the first institutions to reopen amid government-mandated

pandemic lockdowns and stay-at-home restrictions. Because there are very few public health risks—and because education and childcare

are among the most essential functions of our society—allowing schools to reopen should have been the easy choice.

This, however, is not what has happened. Many schools across the country have remained closed since March, and even those which opened

have done so with tremendous unpredictability and usually within a limited framework. Some schools have opened this fall only to be ordered

to close once again when a second wave of COVID-19 cases emerged.

Why have our elected officials chosen to shut down schools despite all the evidence?

Contrary to what you may think, it is not primarily because of scientific recommendations made by experts, but rather largely due to deals cut

between politicians and teachers’ unions. This is evidenced by a working paper authored by two political science professors that looked at over

10,000 school districts across the country. It found that regardless of the virus’s actual prevalence in local communities, districts with stronger

teachers’ unions were less likely to reopen schools for in-person learning.

In New York City, for example, the United Federation of Teachers struck a deal with Mayor Bill de Blasio. They agreed that teachers would only

return to the classroom if the mayor promised to re-close schools if the city’s COVID-19 positivity rate—the percentage of tests coming back

positive—hit 3 percent. The positivity rate inevitably rose above that low 3 percent bar, and the schools were promptly closed down again.

If science had actually been paramount to this decision, it would be important to note that while the city-wide positivity rate was 3 percent,

the positivity rate within schools themselves was only 0.15 percent. There was no actual scientific reason to close schools down again. But far

more influential than scientific considerations were raw politics—raw politics at the expense of children’s education.

Unfortunately, these decisions to keep schools closed have had far-reaching consequences, such as increased mental-health challenges, decreased

educational quality, and added stress on families that may have no stay-at-home parents. This, however, is evidently of no concern to

the leaders of teachers’ unions because it is not their job to represent children, but rather only their dues-paying members.

are high.

The reason charter schools are consistently more successful than comparable traditional public schools is simple: they operate under different

incentives and constraints. Charter schools can only remain operational if they are providing a service that is desirable enough to attract

students. Traditional public schools, on the other hand, operate as a monopoly where students are given no other choice than to attend that

school.

Another key difference is the extent to which teachers are held accountable for the educational outcomes in their classrooms. In New York

City, it takes an average of 830 days and $313,000 to fire a single incompetent teacher, largely due to policy negotiated by teachers’ unions.

In charter schools, teachers are generally not unionized, and they can be fired for incompetence much more easily.

So, despite its widespread success, teachers’ unions and their political allies consistently fight to block and limit the charter school system.

Why, Sowell ponders, is there such hostility toward such a successful system?

“There are millions of reasons,” he writes. “Namely, millions of dollars.”

This points to a fundamental truth: The interests of teachers’ unions seldom align with those of children. This was true prior to the pandemic,

and it has only been underscored in recent months.

Of course, that’s not to say that teachers’ unions are inherently evil, but rather that their job is to advance the interests of teachers—not students.

The issue arises when the interests of teachers sharply diverge from those of students.

While it is in the best interest of many children to learn in-person, teachers’ unions will advocate for online learning in order to look out for

the health and comfort of their members—no matter how low the actual risk may be. While it is in the best interest of children to go to successful

charter schools, it is in the interest of teachers to be protected by their union irrespective of performance.

It is because of these political pressures, Sowell explains, that 50,000 kids remain on waitlists to get into charter schools in New York City

despite their proven success.

While these were all issues before the pandemic, COVID-19 has solidified the case against the traditional public school monopolies and the

immense power of teachers’ unions. Their willingness to put children last and fight to keep schools closed has proven once and for all that

teachers’ unions do not, in fact, have kids’ best interests at heart.

Fighting for teachers at the expense of the children they are teaching is the exact opposite of noble. For this reason, we must fight to reign

in the influence of teachers’ unions and embrace the emergence of charter schools, private school choice programs, and homeschooling

around the country.


https://fee.org/

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Writing about Kodak and other upended behemoths in the Wall Street Journal back in 2006, William M. Bulkeley observed: “Their business

success relied on forcing customers to buy things they didn’t want. Photo companies made customers pay for 24 shots in a roll of film to get

a handful of good pictures. Music publishers made customers buy full CDs to get a single hit song. Encyclopedia publishers made parents

spend thousands of dollars on multiple volumes when all they wanted was to help their kid do one homework paper. The business models

required customers to pay for detritus to get the good stuff.”

As Nick Gillespie and I wrote on the occasion of Kodak’s bankruptcy, “When given real choice, especially the choice to go elsewhere, consumers

will drop even the most beloved of brands for options that enhance their experience and increase their autonomy.” But: “No corner of the

economy, of cultural life, or even of our personal lives hasn’t felt the gale-force winds of this change. Except government.”

Which brings us to public education in the COVID-scarred year of 2020. Teachers unions, and the (largely Democratic) politicians they back,

have relentlessly limited parental choice in the name of maximizing the autonomy of teachers to opt out of classrooms while still getting

paid. No other country in the industrialized world has closed schools down to this degree.

Public schools in Los Angeles—mild, outdoors-friendly Los Angeles—have been 99 percent shuttered since March, with no opening in sight.

What few big cities that have allowed for in-person instruction, such as New York, operate on maddeningly unpredictable hybrid schedules,

The Year Teachers Unions Killed the Goose That Laid the

Golden Egg

By Matt Welch

12.29.2020

I’ve got a great new business model for ya, kid.

The United States was virtually alone

in keeping schools closed this fall.

As a result, public education—and cities—may

never look the same.

We’re going to tell parents of every child between the ages of 5 and 17 that they are required by law to prove that they are regularly—like

Monday-through-Friday, eight-months-a-year regularly—consuming a certain category of product. We are further going to offer that product for

free (on the consumer end, anyway). Operational funding will vary by geography, but will basically be anchored to property taxes, which tend to

grow predictably over time. Additional money is routinely provided on a per-customer basis. In many places, the only entity with access to that

funding will be a monopoly. That’s where you come in.

You are in charge of the primary purveyors of this product—the employees of the monopoly, or near-monopoly. You run their guild. Your

challenge is to make their working conditions maximally favorable, to grow their ranks, and to make sure nothing disrupts that guaranteed

revenue stream. Oh, and in many big cities and heavily populated states, your union has among the most political power of any organized bloc,

helping to elect and influence the politicians with whom you negotiate working conditions at the monopoly.

You couldn’t possibly screw this up, could you? Could you?struggling with burnout with more than half of the respondents saying that working

from home actually increased their workload.

Additionally, 39 percent of respondents said that working from home made it more difficult for them to balance work and personal life, worsening

their mental health state.

Perhaps things would have been different if businesses had been allowed to deal with the pandemic on their own, but lockdowns imposed

working arrangements on people who were simply not mentally prepared for them.

One of the central paradoxes of monopolies is that they rarely last in the long run. Eastman Kodak had 96 percent of the American photographic

film market in the 1920s, was on the Dow Jones Industrial Average index for 75 years, but by 2012 had filed for Chapter 11 bankruptcy

protection. Microsoft had 94 percent of the web browser market share in 2002; now it’s below 5 percent. Daily newspapers in the U.S. were

overwhelmingly monopolistic in their cities between 1960 and 2000, fattening up both profit margins and newsroom budgets.

subject to the ever-changing whims of a union-feting mayor who “hates” (typically non-unionized) charter schools, even though they educate

10 percent of the children in his system. The remote learning that tens of millions of kids are suffering through nationally is broadly understood

to be a disaster.

The results are as predictable as day following night: Parents are pulling their kids out of public schools.

“The school boards association estimated that as many as three million students—about 6 percent of the public school population—are not

taking classes right now, and that number could grow,” the New York Times reported in a December 22 piece. “That is potentially a major

drain on public school budgets because most states base school funding at least in part on enrollment numbers.”

Whoops.

“Public Schools Face Funding ‘Death Spiral’ as Enrollment Drops,” went the Times headline, and you can see why:

The pandemic has already forced schools to fire non-union employees, spending the money instead on remote learning technology, the retrofitting

of buildings, testing and surveillance programs, and other coronavirus-related expenses.…

States mostly have managed to hold school funding steady during the pandemic, but it is not clear how long that can be sustained, said

David Adkins, the executive director and chief executive of the Council of State Governments, which tracks state policy nationally. It will be

especially hard if enrollment does not rebound.

“We’ll have to see how many of those folks come back home after normalcy can be achieved,” Mr. Adkins said. But if the pandemic accelerates

an exodus of affluent families from the public school system, he said he feared that the loss of enrollment and political support could

trigger a “death spiral,” further weakening public schools at a time when poor and disadvantaged students are already lagging.

I can see more than a few libertarians rubbing their hands with glee at the sight of the phrases “public school system” and “death spiral”

in such close proximity. Which in this case I prefer to wield as a club against the teachers unions: Did you really want to make some of your

libertarian enemies happy? Because you totally did.

That does not mean I am happy, at all. To the contrary: I’m furious that public schools have used our money to fail poor kids. It should be a

stain on the conscience of everyone who contributed to that terrible outcome.

It’s usually difficult to appreciate in real time, but the very noncompetitiveness that builds monopolistic fortunes seeds their eventual demise.

The phrase “captive market” is quite apt: Managers start treating clients like prisoners, always extracting maximum value from a consumer

base they treat with increasing indifference or even contempt.

And the late-breaking reopening noises from American Federation of Teachers President Randi Weingarten, New York City Mayor Bill de Blasio,

and President-elect Joe Biden—sentiments that they kept unexpressed until after the electoral defeat of reopening enthusiast and union

scapegoat Donald Trump—almost always come as a preamble to the real ask.

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“We need a Marshall Plan for our schools,” went the headline on a Washington Post op-ed co-bylined two weeks ago by the superintendents of

the (closed) Los Angeles, (closed) Chicago, and (mostly closed) New York school districts. “And we need it now.” And no, the $82 billion in the

recently enacted COVID relief omnibus is not nearly enough.

Chances are, they’ll get at least one more big bailout from a newly union-friendly White House. Unless the public gears up the same kind of

backlash that de Blasio and New York teachers union officials faced from wrathful parents when they shuttered all public schools in mid-November

based on an arbitrarily low community testing rate for the whole city. Do they really want us to reward their bad management? To

increase funding while they voluntarily decrease service?

Public schools have, or should have, literally just one job: teaching students. We’ve known since at least early July, based on observation and

data worldwide, that group settings of young kids are disproportionately safe (at least until/unless the newer strains behave differently). Yet

in an overabundance of both caution and political muscle, unions and their allies have made America a global outlier in keeping schools shut,

driving parents away from the systems, and some cities, in droves.

We have seen previously what happens to school systems and cities alike when swaths of parents flee. It ain’t pretty. And in the ultimate of

ironies, the same guilds that have such a concentrated amount of power are soon going to find themselves having to explain to the rank and

file just why there aren’t as many jobs anymore.

As Teachers Unions and Bureaucrats Battle, Families

Choose Alternative Schools

By J.D. Tuccille

Making it easier for families to fund

their preferred education options will

be a lot more effective than throwing

a big bribe to teachers unions.

We gave them a great business model. And they treated us like captives.

Source: Reason Foundation

https://reason.com/

12.29.2020

As part of his big-bucks pandemic relief package, President Joe Biden proposes $130 billion dollars to reopen public K-12 schools. It’s an

impressive figure when you consider that annual federal funds to government schools in recent years has been around $60 billion, with the

vast majority of school money coming from state and local sources. But much opposition to opening schools for in-person instruction comes

from teachers unions fighting to draw pay while kids languish with substandard remote offerings. That makes the money look like a bribe to

the administration-linked labor bloc to get it to live up to the example of competing education options.

This School Choice Week, let’s compare the government schools with those alternatives.

“The COVID-19 pandemic created unprecedented challenges for K-12 schools and institutions of higher education, and the students and parents

they serve,” Biden argued in his American Rescue Plan, released before his inauguration. “The president-elect’s plan will provide $130

billion to support schools in safely reopening,” it added, leading into a list of potential purchases with the truly vast sum of money.

But the offer to make schools safer comes months after data from Europe and the United States indicates that schools aren’t hot beds of infection.

“Two new international studies show no consistent relationship between in-person K-12 schooling and the spread of the coronavirus,”

Anya Kamenetz noted for NPR last October.

“The best available data suggests that infection rates in schools simply mirror the prevalence of covid-19 in the surrounding community,”

Emily Oster, a Brown University economics professor, wrote in November.

“The default position should be to try as best as possible within reason to keep the children in school or to get them back to school,” Anthony

Fauci, director of the National Institute of Allergy and Infectious Diseases, commented on November 29. While Fauci has flip-flopped on this

issue, he repeatedly returns to the idea that schools should be open to teach children.

Nevertheless, many government schools across the country remain closed or only intermittently open. That’s largely a result of opposition by

teachers unions, who raise bogus safety fears. Even now, unions in Minneapolis and St. Paul resist reopening and the union in Chicago plans

to strike over the issue.

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And while bureaucrats and union leaders clash over whether the schools they mismanage should make any sort of effort to serve students,

those kids are backsliding. The effects aren’t yet catastrophic, but test scores show children losing ground—especially in math.

While public school have never been very flexible or responsive to family needs and have a reputation for underachieving, their nearly complete

failure to adapt to the pandemic has driven students to the exits. “Public school enrollment is down across the country,” Taryn Morrissey,

associate professor of public administration and policy at American University School of Public Affairs, observed earlier this month. “For example,

enrollment dropped by 15,000 in Chicago public schools and more than 20,000 for the District of Columbia.”


Fortunately, some states offer tax credits, vouchers, and other means of letting families spend at least some proportion of education funds

on options they choose rather than on take-it-or-leave-it government offerings. More are considering changes to let money follow kids to their

chosen education.

“Legislators in 14 states have introduced bills to fund students instead of systems this month,” notes Corey DeAngelis, the Reason Foundation’s

Director of School Choice. The Educational Freedom Institute, where DeAngelis is executive director, tracks states that are considering

expanding school choice and makes it easy to contact lawmakers.

The extent of flight from government schools varies but, in October, NPR reported “the average kindergarten enrollment drop was 16%.”

In an analysis of 33 states, Chalkbeat and The Associated Press found an overall decline in public school enrollment of 2 percent after years

of slow, steady increase.

That’s a good place to start if you want to improve children’s access to learning. Making it easier for families to fund their preferred education

options will be a lot more effective than throwing a big bribe to teachers unions.

Where are those kids going?

“Some children, especially those from high-income families, are attending private schools, which are more likely to offer in-person schooling,”

adds Morrissey. “An increasing number of families are choosing to home-school.”

“In a survey of 160 independent schools over 15 states and the District of Columbia, almost half of schools (78) surveyed report they have experienced

higher enrollment in the current school year, relative to the prior year,” Damian Kavanagh, president of the Mid-South Independent

School Business Officers association and Ben Scafidi, the director of the Education Economics Center at Kennesaw State University reported in

November. “Forty-eight schools experienced a decrease in enrollment, while the remaining 34 schools had enrollments ‘stay about the same.’

Of schools where enrollment essentially was unchanged, the reason that enrollment did not increase at 14 of them was because they were at

capacity.”

Source: Reason Foundation

https://reason.com/

Keep in mind that, during a time of lockdown-induced economic privation, people are digging deep in their pockets to pay private school

tuition on top of the taxes extracted for the schools they’ve fled. Why? “More families are seeking out private or independent schools that are

fully in-person rather than remote,” The Post and Courier of Charleston, South Carolina reported last week.

But, if you want something done your way, the best approach may be to do it yourself —and families are doing just that in droves. An estimated

3.3 percent of children were homeschooled in 2016, up from 1.7 percent in 1999, according to the National Center for Education Statistics.

That share is now closer to 10 percent, as indicated by surveys from Education Week and Gallup.

“Home schooling will become more mainstream and socially acceptable, now that so many people are getting experience with schooling their

own children from home—whether it’s through traditional home schooling or overseeing their children’s remote schooling,” Christopher Lubienski,

a professor of education policy at Indiana University, told Education Week.

Making such an outcome more likely is the proliferation of resources for families that choose to educate their own children. The National

Homeschooling Association even offers an online curriculum matching service (and I offer a free online list of resources).

Families are also joining together to pool their efforts in “learning pods” and “microschools”—a range of arrangements that span the spectrum

from homeschooling co-ops to small, flexible private schools with paid teachers. The exact form varies because the needs of parents and

students vary. That is, while bureaucrats and union officials battle over whether schools should be open at all, families are ignoring the spats

to develop approaches that work for their particular situations.

But laying out tuition and resources for various forms of private school and homeschooling gets spendy when you’re also coughing up the

taxes for ineffective government offerings that you don’t want. That can limit options to middle- and upper-income families while poorer kids

wait on the one-size-fits-some outcomes of labor negotiations. Public schools are on the verge of becoming the education equivalent of Medicaid—a

last-resort choice for those who can’t afford better.

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COVID-19 crisis including suicidal behavior are likely to be present for a long time and peak later than the actual pandemic.”

Later, the authors of the Great Barrington Declaration, a document that urges a “focused protection” response to COVID-19 rather than universally

restrictive pandemic policies, explained that public health policy must look at all aspects of public health—not just one virus and not just

near-term effects.

Harvard University biostatistician, Martin Kulldorff, told The Wall Street Journal that “you can’t just look at COVID, you have to look holistically

at health and consider the collateral damage.” One of the authors of the Great Barrington Declaration, Kulldorff adds: “You can’t just look

short-term.”

What Kulldorff and other public health researchers expose is the fact that there are tradeoffs to any policy. “If it saves just one life,” a mantra

echoed during the COVID response as a rallying cry for lockdowns, fails to acknowledge the lives damaged or lost due to these lockdown policies.

Lockdown harms and deaths are as real as COVID harms and deaths and should be taken seriously when considering a holistic pandemic

response.

Economists scrutinize tradeoffs, and many have been highlighting COVID-related tradeoffs since last spring. As FEE’s Antony Davies and

James Harrigan wrote in April: “Regardless of whether we acknowledge them, tradeoffs exist. And acknowledging tradeoffs is an important

part of constructing sound policy.”

Youth Depression, Suicide Increasing During Pandemic

Response

By Kerry McDonald

As data on the unintended consequences

of pandemic policy becomes

gloomier, policy makers are

beginning to acknowledge tradeoffs.

Wednesday, January 27, 2021

Government policies meant to curtail the COVID-19 pandemic have resulted in unintended consequences that threaten lives—including, tragically,

the lives of young people who are generally spared from the worst effects of COVID-19.

School closures, stay-at-home orders, and shutdowns of businesses deemed “non-essential” are contributing to surging rates of depression

and suicide among young people, as well as rising incidences of drug overdoses and related deaths.

The New York Times reported this week that an alarming increase in student suicides has prompted schools in Las Vegas to move quickly to

reopen schools for in-person learning. In the Clark County, Nevada school district, 18 students took their lives during the nine months of school

closures, which is double the number of students who committed suicide in the district in all of 2019. The youngest child was just nine years

old.

According to the Times: “One student left a note saying he had nothing to look forward to.”

Rising Youth Despair

Youth despair amid lockdowns and related public health orders appears to be worsening. While US aggregate suicide data for 2020 won’t be

available for a couple of years, due to reporting lags, state and county level data reveal dismal trends. In Pima County, Arizona suicides were

up 67 percent in 2020 compared to the previous year for children ages 12 to 17, and statewide childhood suicides had also increased since

2019. West Virginia has seen a spike in student suicide attempts during the pandemic. Parts of Wisconsin reported skyrocketing suicide rates

among young people in 2020, while hospitals in Texas and North Carolina are seeing more young suicidal patients.

CDC data show a 24 percent increase in emergency room mental health visits for children ages 5 to 11, compared to 2019. Among adolescents

ages 12 to 17, that increase is 31 percent. Last summer, the CDC reported that one in four young adults had contemplated suicide in

the previous month.

Childhood and adolescent mental health has been deteriorating over the past decade, with youth depression and suicide rates climbing. But

the isolation and hopelessness brought on by the pandemic response has exacerbated this trend. Earlier this month, a high school student

and football star in Illinois, who had struggled previously with depression, committed suicide. His father says that his son’s “depression worsened

significantly after Covid hit.”

Another high schooler and football player in Maine, Spencer Smith, took his own life last month after leaving a note saying that he felt locked

in his house and the peer separation with remote learning was too much for him to bear any longer. “The kids need their peers more than ever

now,” his father, Jay Smith, said. “They need face-to-face contact so they can let their emotions out.”

This basic economic principle was beautifully articulated by Henry Hazlitt in his classic book, Economics in One Lesson:

The art of economics consists in looking not merely at the immediate but at the longer effects of any act or policy; it consists in tracing the consequences of that

policy not merely for one group but for all groups.Nine-tenths of the economic fallacies that are working such dreadful harm in the world today are the result of

ignoring this lesson. Those fallacies all stem from one of two central fallacies, or both: that of looking only at the immediate consequences of an act or proposal,

and that of looking at the consequences only for a particular group to the neglect of other groups.

As data on the unintended consequences of pandemic policy becomes gloomier, policy makers are beginning to acknowledge tradeoffs.

School reopenings in Las Vegas are one positive sign of this policy shift, but more needs to be done to loosen harmful pandemic restrictions

and allow for social and economic life to rebound.

The justification for the widespread lockdowns and pandemic restrictions enacted since last spring was to save lives, but it’s becoming increasingly

clear that these mandatory measures are costing lives and may be ineffective at slowing the spread of the coronavirus.

This is particularly important now as more research shows that the harms of lockdowns and related policies may outweigh their benefits. A

new peer-reviewed study in the European Journal of Clinical Investigation finds that restrictive, mandatory policies may not be any more effective

at controlling the spread of the coronavirus than more voluntary measures.

“We do not question the role of all public health interventions, or of coordinated communications about the epidemic, but we fail to find an

additional benefit of stay-at-home orders and business closures,” the researchers conclude.

There is no perfect policy response to a pandemic, but acknowledging tradeoffs, examining consequences across groups and over time, and

advocating for a more voluntary, decentralized approach can minimize human costs and maximize overall health and well-being.


https://fee.org/

A Holistic Approach to Public Health

Some researchers recognized early on in the pandemic that there would be significant unintended consequences of lockdowns and government

orders, warning of high mental health costs and other declines in public health. “The COVID-19 crisis may increase suicide rates during

and after the pandemic,” noted a June 2020 paper in QJM: An International Journal of Medicine. “Mental health consequences of the

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For the Good of Kids and Teachers, Unions Should Stop

Blocking School Choice

By Neal McCluskey

JANUARY 26, 2021

State-level data show just how dramatic

the surge in homeschooling

has been.

In March, at the beginning of the COVID-19 lockdowns, the CDC reported: “In other countries, those places who closed school (e.g., Hong Kong)

have not had more success in reducing spread than those that did not (e.g., Singapore).” Today, that the default for schools should be in‐

person instruction, especially for younger students, has been reinforced myriad times. Add to this the release of COVID vaccines, and many

jurisdictions prioritizing teachers to receive them, and you would expect public schools across the nation to be welcoming kids back in droves.

Not so fast. In Chicago, under the direction of their union, thousands of teachers refused to return to in‐person instruction yesterday. In Fairfax

County, Virginia, the teacher association is resisting returning to in‐person instruction even after all teachers – but not students – have

been vaccinated. These are continuations of re‐opening refusals from unions that we have seen throughout the pandemic.

Choice would also be good for teacher pay, by the way. No longer stuck with a monopoly employer, teachers would have the power to demand

higher salaries, or better perks, than what their unions decide to accept. And schools, which would compete for students based on the effectiveness

of their instruction, among other things, would have strong incentives to pay more for good teachers.

I’ve pointed out before that the national COVID response has shone a brilliant light on the long‐existing necessity of school choice. All children

have different needs and face different dangers – the child with a learning disability may need in‐person education, the one living with

elderly grandparents may need to stay home – but too often a district or school can offer just one option. Of course, teacher unions have long

COVID-19 has driven home how important freedom is for children. But it is also important for teachers, even if their unions insist on standing

in the way.

been the most prominent opponents of school choice, which would seriously threaten their monopolies on labor.

What we have too often missed is that teachers may need choice as much as children do. While the evidence points to the overall safety of

reopening schools in‐person – and private schools have done it in droves (see below) – there is certainly some risk in returning face‐to‐

face. This is especially true for high‐risk groups, such as older teachers or those with underlying conditions. But were public opinion to swing

to districts providing in‐person schooling for all students, those teachers would often be out of options other than to quit or retire. And right

now, public school teachers who might prefer to work in‐person are stuck. Teachers need different options to choose from, just like families.

Source: CATO INSTITUTE

https://www.cato.org

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National News Reports in Education

Wayne County Grinch Has Change of Heart

HSLDA

Darren Jones, Esq. | January 13, 2021

https://hslda.org/post/wayne-county-grinch-has-change-of-heart

Macron: Don’t Agree with Me? No Homeschool for You!

HSLDA

Michael Donnelly, JD, LLM | January 13, 2021

https://hslda.org/post/macron-do-not-agree-with-me-no-homeschool-for-you

What Makes Public-School Teachers Different from

Everyone Else?

By Jim Geraghty

January 27, 2021

Some trends are familiar. Others may

surprise you.

I concur entirely with the NR staff editorial about the ongoing “ransom demands” from public-school teachers’ unions in a standoff about

opening schools and getting kids back in classrooms. I have just one point to add.

The coronavirus pandemic took this country by surprise, and most school systems understandably struggled to put together a good plan once

gathering kids in groups was deemed unacceptably risky. Most public-school districts tried “distance learning,” and it fails far too many kids,

particularly among the most vulnerable. The physical and psychological health damage that school closures are doing to kids is terrifying.

Sheriffs Embrace the Law for Homeschool Hiring Fairness

HSLDA

Dave Dentel | January 20, 2021

https://hslda.org/post/sheriffs-embrace-the-law-for-homeschool-hiring-fairness

Officials’ Confusion over Education Law Lands Family in Court

HSLDA

Scott Woodruff, Esq. | August 04, 2020

https://hslda.org/post/officials-confusion-over-education-law-lands-family-in-court

Meanwhile, researchers at the Centers for Disease Control and Prevention concluded, “Many schools have reopened for in-person instruction

in some parts of the US as well as internationally, school-related cases of COVID-19 have been reported, but there has been little evidence that

schools have contributed meaningfully to increased community transmission.”

Many public-school teachers’ unions don’t want to come back into schools until everyone is vaccinated. Well, grocery-store clerks haven’t had

that choice for the past year. Amazon-warehouse workers and delivery guys didn’t have that option. Police, fire, doctors, pharmacists, cashiers

Hundreds Of Hidden Dropouts To Be Counted After Indiana Ed Officials Reverses Decision

WFYI

Michael Donnelly, JD, LLM | JANUARY 14, 2021

https://www.wfyi.org/news/articles/indiana-ed-officials-reverses-decision-to-count-100s-of-hidden-dropouts

at CVS, Walgreens and Walmart and all the rest — just about everybody has had to figure out how to function in his job with a little bit of risk,

wearing masks, socially distancing, and doing the best he can. Everybody carried on, because the work needed to be done.

All of us have had to live with a little bit of risk of getting the virus. We hope our masks work. We hope the person whose mask was below his

nose and who came within six feet of us in the grocery aisle isn’t shedding viruses. Very few of us have the option to live our lives in a way that

eliminates any risk of infection.

More Quebec families turn to homeschooling as children return to class

Global News

Felicia Parrillo | January 18, 2021

https://globalnews.ca/news/7583744/quebec-families-homeschooling-coronavirus/

Teachers in private schools and open districts have had to figure out how to teach in a classroom in a way that minimizes risk. Airline pilots

and flight attendants, members of the military, construction workers, meatpackers, oil-refinery workers . . . everybody else in society is just

sucking it up, taking steps to mitigate the risk, and going about his job as best he can.

Why is it so unjust and unreasonable to ask public-school teachers to do the same?

Source: National Review

https://www.nationalreview.com

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NHEG Adult Advisory GROUP

Our Adult Advisory Crest was updated by Courteney Crawley- Dyson,

with helpful advice provided by Jeff Ermoian and Mike Anderson.

Original design from Kevin Adusei and Student Group members.


NHEG has created an Adult Advisory Group that offers support and advice to the founder and board members

during in-person/online meetings.

If your interest is piqued, please keep reading.

WHAT IS THE ADULT ADVISORY GROUP?

The Adult Advisory Group brings unique knowledge and skills to complement those of the board

members and help the organization grow and succeed.

ADDITIONAL INFORMATION

Members will not be compensated for their time

One-year minimum commitment

Members must sign a confidentiality agreement

Group cannot issue directives

Members may be replaced at the director’s discretion.

BENEFITS

Opportunities to give back to community and improve local education

Positive public exposure

Atmosphere full of different ideas/perspectives

Networking

MEMBER RESPONSIBILITIES

Assist with public relations and fundraising

Meet every three (3) months

Offer the director and board members honest, constructive and positive feedback for correcting

identified problems

OPTIONAL SUPPORT

Offer financial and/or expert support

Assist with daily functions and activities

https://www.NewHeightsEducation.org/who-we-are/NHEG-groups/Adult-Advisory-Group/

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3.. Have the students think about a family tradition and/or family

object they would like to learn more about. Ask them to inquire

about the history of a tradition or special object. For example:

ENCOURAGING THOUGHTS

By Leah Davies, M.Ed.

Encouragement means to stimulate initiative and positive actions.

ENRICHMENT ACTIVITIES FOR CHILDREN


Children learn life skills by observing the adults in their lives. There-

http://www.kellybear.com

ENRICHMENT ACTIVITIES FOR CHILDREN


Schools have an opportunity to enhance children’s social and emo-

• Why do we celebrate ?

• Why is a necklace, picture, painting or other family item

special?

• Have them draw a picture and/or write about what they

discovered. Then give them an opportunity to discuss their

findings with a partner or the class. If a child reports an

unusual holiday or tradition, with his or her permission,

ask the child or a relative to share the information on their

special day.

Teachers, counselors, and parents are asked to encourage children to

do their best by acknowledging their efforts and strengths. However,

when children do not feel good about themselves or their situation,

they need to be reminded of ways they can encourage themselves and

each other.

Ask your students for examples of thoughts that help them feel better

when they are unhappy. Explain that helpful thoughts are called

positive “self-talk” and that adults often use this as a way to cope with

their problems. List the children’s ideas on the board.

fore, if we want children to be socially and emotionally competent,

we must be cognizant of our own behavior and accept responsibility

for being a role model. Review the following actions and reflect on

how well you exemplify them.

• Show genuine warmth, respect and caring

• Model honesty, dependability, and fairness

• Foster a sense of trust and acceptance

• Value individual differences

• Give recognition freely

• Create a peaceful environment

tional growth, as well as their academic knowledge. The following

activities foster self-understanding, positive peer interaction, initiative,

and learning.

1. Have the children list on paper their age, height, color of hair

and eyes, and any other description you would like them to

include, but not their name. Then have them make either a

“Me” or “Things I Like” collage using magazine pictures and/

or a variety of art materials. Have them staple their list to the

corner. Read the description as you hold up each one, and have

the children guess the creator’s name. Then offer the child an

4. Ask the children what they do well. For example, run, read,

help others, cook, babysit, play ball, draw, spell, do math, skate,

sing, tutor others, fix things, do puzzles, swim, dance, act in plays.

Because children who have goals are more likely to be self-motivated,

have each child explore future occupations with their own

strength in mind. Ask them to identify what they want to be or do

when they grow up. What is important is not that a child fulfill his

or her specific career goal, but for the child to visualize him or herself

as successful. Have the students draw self-portraits depicting

themselves in future roles. Some examples are:

Some examples are:

• I am a good person no matter what anyone does or says.

• It is okay to make mistakes because everyone does.

• I do not give up; I keep trying.

• I think about what is good in my life.

• Everyone feels good and bad, now and then.

• I can do it!

• Money cannot buy happiness.

• How I act is more important than how I look.

• I am lovable.

• Provide consistent structure

• Use natural or logical consequences

• Teach problem solving skills

• Have high, but reasonable expectations

• Offer individual attention

• Demonstrate communication skills

• Listen carefully without interrupting

• Discuss feelings openly

• Acknowledge commendable behavior

• Be approachable

• Display a sense of humor

opportunity to discuss his or her picture. To further a sense of

belonging and to stimulate dialogue, display the works of art in

an “Exhibit Hall”.

2. Ask the children what they would like to know about themselves

when they were younger. List the questions on the board.

Some examples are:

• In what year was I born?

• Where was I born?

• Did I live in any other city or state?

• What was my favorite story?

• What did I like to do best?

• What was my favorite game, toy or song?

• What food did I like best?

• Athletic, a professional ball player?

• Reader, a librarian

• Cook, a chef

• Swimmer, a lifeguard

• Fix things, an engineer

• Help others learn, teacher

• Take care of people, doctor

• Singer, performer.

Provide an opportunity for children to explain their future goal to

their classmates and/or to a group of younger children. Have them

brainstorm what they need to do to meet their goals. Put the list on a

poster as a reminder to do their best.

• When I smile, I feel better.

• I can do many things well.

• I cannot control what grown-ups do.

• I am unique, one of a kind.

• When I feel sad, I think of things I like about myself.

• Each new day brings a chance to do better.

• I think about my choices and then choose what is best for me.

• I will change what I can and accept what I cannot change.

• I treat others the way I want to be treated.

• I cannot change my family; I can only change myself.

• What I learn today will help me in the future.

After making an extensive list, have the children choose a sentence

that is meaningful to them. Ask the students to make a picture or

• Provide choices

• Celebrate successes

• Enjoy being with children

• Believe in each child’s worth, dignity and ability to learn

• Call children by name

• Understand that mistakes happen

• Give negative feedback privately

• Establish a positive, working relationship with parents

• Participate in worthwhile, community sponsored events

Answer the following questions:

1. What are your strengths?

2. What are your weaknesses?

3. Think about an educator who was one of your role models.

• What did you like best about me?

poster featuring their saying complete with illustrations. Have them

What made him or her memorable?

Have the children think about or copy the questions they want to

prominently sign their creation. Then divide into small groups or pairs

4. Note your opportunities for growth. Name one or more things

ask their parent or guardian. Then have them to draw and/or write

and have the children discuss their work. Caution the students to be

you will try to do differently.

a story about themselves based on the adult responses. The stu-

respectful of each other’s ideas. Display the results in the classroom

This self reflection will help you assess yourself as a role model for

dents may want to include photographs in an “All About Me” story or

or in the hall to challenge ALL children to use positive “self-talk” that

the life skills you are trying to develop in the children with whom

book to share with the class.

will encourage them to do their best.

you work.

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TATTLING VERSUS REPORTING

By Leah Davies, M.ed.

Tattling is telling or complaining about the actions of a person or

group. Children often go to an adult to solve their problems rather

than try to work their troubles out themselves. Many teachers are

unsure as to what to do about tattling. They need to be aware of

some information, yet they cannot spend their entire day listening to

accounts of minor infractions. Examples of tattling are: “Sam took

Lilly’s book.” “Sara won’t play fair.”“Jessica keeps talking to me.”

“Cameron pushed ahead in line.”

Children need to be taught that it is necessary to tell if they or others

are hurt, in danger or being bullied (see Educator’s Guide to Bullying).

Examples of reporting or informing are: “Clyde is beating up Adam

on the playground.” “Emma fell from the top of the monkey bars!”

“Melissa keeps calling Natalie mean names in the rest room.” “Sam

was making fun of the way Bill runs and will not let him play.” Some

teachers maintain that tattling is appropriate only when someone

is being physically hurt, but psychological injury caused by habitual

ridicule or exclusion are also valid complaints. In addition, any form

of harassment such as inappropriate grabbing can cause a school

system to become involved in a lawsuit.

There are several reasons why children tattle on others. When possible,

listen to the child, and try to decipher what need he or she is

trying to fulfill. A child who tattles continuously may have low self-esteem

(see Understanding Self-Esteem) and/or poor social interaction

skills.

Motives and Methods for Dealing with Tattling

• To seek attention

• Solution: Notice the child at other times and provide needed

feedback and compliments for appropriate behaviors.

• To pursue power

Solution: Give the child opportunities for leadership and

focus on his/her strengths.

• To manipulate or threaten

Solution: Try to facilitate the child’s positive social interactions

with peers and/or refer the child to the school

counselor for additional assistance.

• To gain an understanding of the rules

(For example, a young child might say to him or herself,

“We are supposed to obey the rules, but some children do

not follow them. If I tell the teacher, she will call it tattling.

Is it a rule if they do not get caught? Which rules are the

ones that children really have to follow?”)

Solution: Point out examples of the rules and be as consistent

as possible.

6. Use the “talk it out” method. (For details see “Solutions Through Peer

Mediation.”)

to you and wants to tattle, say,“Can it wait until the class meeting?”

They usually say “yes” and often forget by the meeting time.

• To understand the difference between right and wrong

Have the two disputing children face each other.

If they do not forget, the meeting is an opportunity for them to

• (Children may want to confirm their assumption that

what they observed was wrong.)

Solution: Say something like, “I’m pleased that you did

not do that because it is against the rule. Thank you for

telling me;I will take care of it.” In this case you are acknowledging

that the child knows the rule but explaining

that discipline is the teacher’s responsibility and not the

child’s duty.

Listen to each other tell what happened.

Wait for their turn to speak.

Be polite.

Discuss ways to work out the problem.

Agree on what to do.

Shake hands.

7. Ask the children to follow these steps if they feel they are being

bullied: First, ignore the behavior and avoid the person. If that does not

discuss their problem and express their feelings.

15. One way to encourage positive student interaction is to make

a big heart out of red construction paper. Talk with the students

about hurting each other’s feelings. Describe a day in the life of

a child who experienced ridicule and rejection because he or she

arrived late at school, wore clothes that were too small, forget his

lunch, was called a loser, was not asked to play, was laughed at

for tripping on the playground, etc. Every time the child’s feelings

Additional Thoughts For Teachers

1. Role play various scenarios to teach children how to distinguish

between telling to get someone IN trouble or telling to help someone

OUT of trouble. Ask the child:

“Are you telling me (state the behavior) to be harmful (tattling) or

helpful (reporting)?”

”Are you trying to get someone in trouble?” (tattling)

”Are you trying to help me discipline my students?” (tattling)

”Are you having a problem with bullying?” (reporting)

”Are you helping a friend who is hurt?” (reporting)

2. Avoid asking questions like, “What happened?” or “Who started

it?” When children complain about the actions of others, their

responses are usually biased.

3. Relying on the word of one child against another may present

problems. If a report of ridiculing or other non-physical bullying

seems to warrant some action, observe long enough to know what

is actually going on before intervening.

4. Teach children ways to assert themselves instead of telling on

someone. Stress that students need to use their words and talk to

each other. The child could say:

“When you____________(call me names), I feel_________(sad),

because I________(don¹t do that to you). Or, teach them to

say, “I don’t like it when you________(tease me). It makes me

feel_________(angry). I want you to_________(stop it!). Encourage

them to discuss the problem and to listen to each other. The goal

is to help children learn to stand up for themselves and solve their

own problems.

5. Teach the children “The Steps to Solving Problems” (see “Building

Character in Students”), and prompt children to use them. Say,

“Now that sounds like something you can sort out for yourself,” or

“I am sure you will be able to work this out since you know how to

solve problems.”

work try to talk with him or her. If that is not helpful, say, “Leave me

alone!” If the behavior does not stop, report it to the teacher.

8. Use an old telephone minus the cord, stuffed animal, or picture of a

president. If a child has something to tell you that sounds like tattling,

have them talk into the phone, tell a stuffed animal or the president

what happened.

9. Provide a box with a hole in the top and a large note pad beside it.

Tell the child who is ready to tattle, “I am teaching right now, but you

may write down your name, date and what happened on the note pad

and put it in the box.” Younger children could print their name and

draw a picture of what happened. Tell them that you will read their

comments later and if necessary, take action. The complaints can be

discussed at a designated time, perhaps the first few minutes of recess

or at the end of the school day.

10. You could say,“I’m teaching now. You can work it out yourselves or

we can talk about it after school.”Often the result is that they begin to

work on a problem together without teacher assistance.

11. Have a rule that if a child clearly tattles to try to get another child

in trouble, both children will experience a consequence like missing

recess.

12. In some classrooms students are not allowed to report for someone

else. The child who is telling needs to be the one with the problem.

If a child is being constantly bullied, it is often difficult for him or her

to tell an adult. If you sense that this is the case, pay attention to the

child`s feelings (see Educator’s Guide To Active Listening), communicate

understanding and take steps to remedy the situation.

13. Stress the importance of treating each other with respect. If there

is teasing, bullying or tattling on others, hold a class meeting. Let the

students know that insulting others will not be tolerated. Encourage

the students to discuss openly the things that are bothering them. Then

undertake solving a conflict as a class.

14. Have a class meeting at a designated time when children share

their positive experiences and/or their concerns. If a child comes to

are hurt in the story, tear off a piece of the heart. By the end of

the story the whole heart is in pieces. Have a student try to tape it

back together again but accentuate that it will never be the same,

just like children are never the same after being teased. Hang the

heart on the wall as a remainder of the harm negative actions and

comments can have on others.

Student learning time increases when children understand the

difference between tattling and reporting. Yet, children’s observations

can help teachers know what is happening when they

are not present or when their attention is elsewhere. Allowing

students an opportunity to share their serious concerns is a necessary

component of a positive school environment.

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109



Hello Box Tops Coordinators,

Let me first say thank you for all you do to help schools get what they need. Your tireless dedication and support are inspiring, and we

value everything you do.

A really exciting change is coming to Box Tops, which a few of you are aware of because we had a little bit of a surprise. A new Box Tops

product - Blueberry Cheerios - showed up on shelves much earlier than expected and broke the news ahead of our intended plans: Box

Tops is going digital in the next year!

This June, you’ll start to see the new digital Box Tops and we’ll launch with a brand new app. With the help of feedback from local coordinators,

we are rebuilding Box Tops for Education from the ground up.

The modernization of Box Tops allows for the next generation of supporters to participate and the opportunity to engage new brands so

we can keep doing what we’re here to do: help schools get what they need!

We always intended for Coordinators to be the first to know - to hear it from us, with onboarding tools, Q&A sessions, events and fanfare.

We have exciting sweepstakes, retailer Bonus Box Tops offers, a fun online Coordinator Kit and other tools - we can’t wait to share more

with you in June.

There is SO MUCH I want to share and show you, but it’s just too much for one email and some of it is not quite ready. We know you have

questions, and we’ve tried to answer as many as possible in the coordinator resource center but we know we haven’t answered them all, so

we’ve set up this page for you to submit your questions and share your feedback.

We need your support to help ensure Box Tops grows to reach more schools than ever. We know change

is hard, but it’s going to take everyone rallying together to help ensure Box Tops is here for another generation. There is so much potential

for the future of Box Tops, and we are excited for your partnershipin this journey.

https://www.boxtops4education.com/coord_sneakpeek?utm_source=Email_newsletter&utm_medium=email&utm_campaign=BT-

FE_05_02_2019&vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80knjrQYlQTPn8NYX7f-

CZBQD_3dfqTwXfFpDbi78E6g_aVQ==

New Video

https://youtu.be/KHkfw6VPgYc

PEOPLE CAN FIND OUR ORGANIZATION BY SEARCHING 43512

Sincerely,

Erin Anderson

https://www.boxtops4education.com/How-To-Earn

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NHEG OFFICE CURRICULUM LIBRARY

We would like to offer educational events, computer labs, public events,

tutoring and other educational activities in this location and plan to continue

offering classes, tutoring, and some afterschool events in Defiance.

Short term goals: Our vision includes reacquiring a building in Defiance,

Ohio. This can be achieved either by obtaining funding or a donated building.

This building will house our curricula library, public educational events

and providing fill-in-the-gaps, high-quality tutoring, place for families to

come in and use technology including computers, obtain a GED, or educate

their own children on site.

Families will be able to walk in without an appointment to ask any educational

question.

Longer term goals:

We foresee a daycare for young mothers and fathers in high school

(main target) and college and

will provide affordable daycare in hopes of keeping them in school.

HELP SPREAD THE WORD!

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Attention potential guests!

4/20

Attention potential guests!

We are currently offering a few opƟons for those looking to adverƟse their books, products or services on the “New

Heights Show on EducaƟon.”

Option 1.

NHEG is requesƟng that all guests make a free will donaƟon to our organization.

The donaƟon can be any amount and is tax-deducƟble. In return, you will have a 30-minute interview with one of our

hosts, and your product or service will be shared on our blog and in one edition of our bi-monthly magazine. All products

must be educational and family friendly, and they must respect NHEG values and beliefs. Products will also need

to be approved by our research department before you can be a guest on our show.

Option 2.

Any potential partners or affiliates must pay advertasing costs or pay 20% of any profits made via our website directly

to NHEG. This includes outside instructors looking to sell courses via our website. All such services will be reviewed

and approved by our research department.

Option 3.

To be hosted for free, please share your Amazon Associate link.

Disclosure (and why I host at no cost): We use our Amazon Associate link to point to your books or products in the

posts. That way, if someone clicks on it and downloads it, we earn a percentage of anything that person ends up buying

within 24 hours of clicking the link.

It’s free publicity for you, and all you have to do is submit your content. If you do not have an amazon link for your

book or product, yours is considered a sponsored post, and we suggest you refer to our advertising costs or one of the

options above.

Guidelines:

1. Please stay on topic and answer all emails from hosts and NHEG staff.

1. All guest posts must be original content.

1. Articles/Advertisements should be between 400 and 750 words. We will consider longer posts and may break them

up and use them as a series of posts.

1. We welcome submissions from both experienced and beginner writers.

1. All submissions should be sent in the body of an email to NewHeightsEducation@yahoo.com with “guest post” in the

subject line. Send in plain text.

1. Include an author/creator byline, bio and photo of product with your web-link.

1. NOTE: You may only include a maximum of 2 links, and they must be directly relevant to the post to your author

website or the product page for your book. ALL guest posts MUST include an author byline.

1. Authors - Please make sure you submit an author or book cover photo to be posted with your article. Images should

be sent as jpeg or png attachments. Tour banners and a book cover are also welcome.

1. Copyright should be that of the author or product creator submitting the article. Copyright will remain with the

author.

1. If you have already reserved a date for posting, the guest post must be sent at least 3 days prior the scheduled

posting date.

Donations can be made via our website or by following the following link:

https://www.paypal.me/NHEG

Submit your guest post for publication on our radio show, blog, social media and magazine.

Please follow our guidelines to apply to be on our show. Failure to comply to these regulations, may result in

your post being rejected (this is valid for both individual authors and those submiting through tour companies).

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NHEG SUPPORT GROUPs

NHEG Support Groups provide various support to not only our board members but to students, parents and the teachers in Ohio.

Each group provides a pivotal function in our organization to strengthen our programs and services plus help support and educate children and adults, so they can build a much stronger educational background

STUDENT LEADERSHIP COUNCIL STUDENT ADVISORY GROUP VETERANS & FIRST RESPONDERS

SUPPORT GROUP

ADULT ADVISORY GROUP

Learn More About SLC Learn More About SAG Learn More About This Group Learn More About AAG

HOME SCHOOL FAMILY SUPPORT GROUP

Learn More About AAG

CHARTER SCHOOL SUPPORT GROUP


PUBLIC SCHOOL SUPPORT GROUP


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NHEG Membership Levels

These are the available NHEG Membership Levels that a person may select in order to access certain parts

of the New Heights Educational Group website.

Audio

One commercial spot played 6 times (3 times during a live

broadcast and 3 times during rebroadcast):

30 seconds - 1 week: $250; 13 weeks: $3,250

60 seconds - 1 week: $450; 13 weeks: $5,850

Please note: costs include airtime buy only. Spots can be professionally

produced for a $250 fee.

Video Streaming

On host page (video must be supplied by advertiser):

30-60 seconds - 1 week: $300; 13 weeks: $3,500

1-3 minutes - 1 week: $900; 13 weeks: $9000

Becoming a Member of NHEG

1. Select the membership level

1. Fill out the registration form

1. You will be redirected to make your first payment on PayPal.

1. Once payment is completed, you will receive an email to confirm your account.

Banner Advertising

Linkable banner ad (single image, hyperlink, multiple static)

Host (728 x 90 leaderboard): 1 week: $200, 13 weeks: $3,000

Level

Standard NHEG Member

Student Membership expires after 6 Months.

Teacher Membership expires after 6 Months.

Price

Free

$10.00 every 6 Months.

$35.00 every 6 Months.

Full: $7,000

» 13-week sponsorship of show series

» 30-second spot (production included) played 6 times

(3 during live broadcast, 3 during rebroadcast)

» 30-60 second video spot (content must be provided)

» Opening & closing billboards on show

» One live mention by host

» Banner ad on host page

» Banner ad on host personal/business website

Half: $3,000


» 30-second spot (production not included) played 4 times

(2 during live broadcast and 2 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)

NHEG Membership Navigation

1. Account Profile

1. Account Confirmation

1. Membership Levels

1. Membership Checkout

1. Account Invoice

1. Cancel Account

1. Billing Info

Quarter: $1,750


» 30-second spot (production not included) played 2 times

(1 during live broadcast, 1 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)

Optional Advertising for Half and Quarter Sponsors


» Audio commercial production: $250

» 30-60-second video (content must be provided): $300

Special note: Additional charges may be incurred for special requests.

These requests would include things like custom music, additional VO talent,

inclusion of still graphics, creation of still or animated graphics, video content,

video editing, on location productions, or anything that complicates production

and slows development.

VOLUNTEERS RATINGS

Joagg

Volunteer 12/31/2020

Rating:5

I am currently working as a Volunteer Lead HR Coordinator. I am blessed to have Pamela as my supervisor. Its a great

place to work and learn new things. Join NHEG if you are looking for career growth opportunities.

OUR RECIPES

CUBAN-STYLE STEAKS IN GARLIC-LIME MARINADE RECIPE

INGREDIENTS

For the marinade:

• 6 cloves garlic

• 1 1/4 tsp salt

• 3/4 tsp ground cumin

• 3/4 tsp freshly ground black pepper

• 1/2 cup sour orange juice or lime juice (I mixed 1/3 cup of lime juice and 1/6 cup of

orange juice to simulate the sour orange juice)

• 2 Tbsp olive oil

For the steaks

• 4 (6-8 ounce) beef steaks, cut 1/2 inch thick (bottom round, top round, sirloin, etc.)

OUR RECIPES

• 2 large onions cut into 1/2 inch slices (optional)

• 2 Tbsp olive oil

DIRECTIONS

1. Preheat grill to high

2. Prepare the adobo (marinade) by combining the garlic, salt, cumin, and pepper in a mortar and grind slowly with a pestle gradually

working in the lime juice and olive oil until you have a smooth paste. Or, to save time, put all these ingredients in a blender and process

to a smooth paste. Brush some of the adobo on the steaks 10 minutes in advance of placing on the grill. This is not necessary,

but will impart additional flavor to the steaks.

3. When grill is ready, oil grill grate. Brush onions with oil and place on the hot grate. Grill for 4 minutes on each side, seasoning with

salt and pepper.

4. Once the onions are on the grill, brush the steaks with the adobo and place on the grill alongside the onions. Grill for 3 minutes per

side for medium rare, basting with the adobo.

5. Transfer the steaks to a platter or individual plates and brush one final time with the remaining adobo using all of it. Let stand for 3

minutes, then serve with the grilled onions.

6. This dish goes well with rice, rice and black beans, tortillas, or garlic bread.remove the foil to brown the stuffing and create a crust.

Remove from the oven, loosely cover with foil and allow to rest for 30 minutes before cutting. Serve with Apple Pecan Stuffing and

Gravy. Garnish with watercress, if desired.

NUWAVE MEATLOAF RECIPE

INGREDIENTS

• 2 cups ground beef

• 1 cup bread crumbs

• 3 TBS drehydrated onions

• (rehydrate for a few mintues with hot water before using)

• 1 1/2 TSP Emeril’s

• 1 egg

• 2 TBS BBQ Sauce

• 3 slices cheese

• 1/4 cup ketchup

CHOCOLATE SALAMI RECIPE

INGREDIENTS

• 1 package of plain vanilla cookies (2 handfulls)

• 1/2 cup walnuts or pecans (optional)

• 3 Tbs Cocoa (good quality cocoa is really important)

• 7 Tbs melted Butter

• 1 large egg

• 1/2 cup of sugar

DIRECTIONS

1. Take the cookies and break them into small pieces.

2. Cut walnuts or pecans into small pieces.

DIRECTIONS

1. Mix together first 5 ingredients. Press into loaf pan to form meatloaf. In

NuWave oven turn meatloaf out of pan onto 1 inch rack. Bake for 10 minutes on high power.

2. At this point I cover the top of meatloaf with aluminum foil, and cook on high power for an additional 5 minutes. (This is a great place to

put in the 2 inch rack and place a bowl of veggies in the oven for the 5 minute cook time.)

3. In a small, non-stick pot add cocoa and sugar and mix together. Add egg and melted butter. Simmer the mixture on low heat for 3-4

minutes, add the crushed cookies and nuts, mix well. The mixture should be thick.

4. Take parchment paper, and cut into a rectangle, just enough for the mixture to fit. Take a piece of butter and rub the top of the parchment

paper (this prevents the mixture from sticking to the paper).

5. Add the mixture from the pot on to the parchment paper and roll it in the form of a sausage. Twist the ends so that it holds its shape.

6. Refrigerate for 2-3 hours before serving. Once ready to serve, slice it like salami and enjoy!

3. Remove the aluminum foil. Place the 3 slices of cheese on top of meatloaf and spread ketchup evenly over top. Cook an additional 4

minutes on high power.

BEEF FAJITA BEST MARINADE RECIPE (GLUTEN FREE)

INGREDIENTS

• 2 tsp chili powder

• 1 tsp sweet paprika

• 1/2 tsp ground cumin

• 1 tsp sugar ( I use turbinado)

• 1 tsp granulated onion

• 1/2 tsp granulated garlic

• 1/4 tsp cayenne pepper

• 1 T cornstarch

• 1 tsp coarse salt

• 1/4 C chopped fresh cilantro (coriander)

• juice of 1 lime

• 2 T olive oil

• While the meat is resting for 10 minutes, core, seed, de-rib and slice

BUTTER AND FLOUR FREE CHOCOLATE CAKE (GLUTEN FREE)

INGREDIENTS

• For an 8” square tin:

• 200g melted chocolate

• 300g chickpeas

• 3 eggs

• 9 tbsp sugar

• Half tsp baking powder (gluten-free if needed)

DIRECTIONS

1. Mash or blend the chickpeas as much as possible.

2. Beat in the eggs til smooth.

3. Mix in the sugar and baking powder.

4. Pour in the melted chocolate and mix well.

5. Transfer to a 8-inch cake tin and bake at 175 degrees C for about 40 minutes.

a couple of sweet bell peppers and an onion and saute them in the

same skillet used to cook the meat. Slice the rested steak and resear

on a serving iron or back in the skillet, plate & serve.

DIRECTIONS

1. Gather your spices

2. Add the ‘wet’ ingredients to the dry and combine well

3. Rub the marinade completely into the meat and let it rest in the

cooler for an hour

4. Wipe the excess marinade off the meat. Sear the meat to your

taste, slice it very thin and serve very hotwith sweet peppers and

onion slicescornbread will be upside down, so repeat with a second

(serving) plate to get it right side up. Or you can serve in out of the

skillet, cutting it into about 8 wedges. Try this with my Texas Chuck

Wagon Chili...

ALL RECIPES ARE FROM THE COOKEATSHARE

https://cookeatshare.com

FUNDRAISING FOR NHEG

Fundraising for NHEG earns money through various fundraising programs,

so the more you participate, the more we earn for our student programs and services.

We provide step-by-step instructions for participating in each program,

especially if you have accounts with these partner websites already.

BOX TOPS FOR EDUCATION

BOOKS BY THE BUSHEL

PIZZA HUT DOUGH FOR

DOLLARS PROGRAM

LITTLE CAESAR’S PIZZA KIT

FUNDRAISING PROGRAM

AMAZONSMILE

DONATE A CAR

JANE GOODALL'S

ROOTS & SHOOTS PROGRAM

For more details, visit our website

https://www.NewHeightsEducation.org/support-NHEG/fundraising-for-NHEG/

New Heights Education Group (NHEG) has

arranged for YOU to get a pre-publication

copy FREE, while available, of the new

eBook:

“How and Why… Home School Math can be

vastly Superior to Public School Math”

Claim Your Copy at:

How and Why…

Home School Math

can be vastly

Superior to

Public School Math

VastlySuperiorMath.com/NHEG

“Every parent should read this book, no matter where you

school your kids! You’ll not learn only why… but how you can

do it in a vastly superior way!”

-Pamela Clark, NHEG Director

“I love that Dr. Hane brings home what I’ve known all along.

This book will empower any homeschool parent!”

-Erika Hanson, NHEG Radio Host

“Finally an explanation of how and why homeschooling math

is a better choice. This is a must read for all parents!”

-Laura Coons, Parent

Questions?

Phone: +1.419.786.0247

Email: NewHeightsEducation@yahoo.com

Website: http://www.NewHeightsEducation.org

Learning Annex https://School.NewHeightsEducation.org/

GET YOUR FREE EBOOK!!!

By Craig Hane, Ph.D. in Mathematics, aka Dr. Del

This book is intended for any parent with postelementary

children.

In just 65 pages, you’ll discover how you can teach

post-elementary math in a vastly superior way when

compared to public schools.

You’ll learn how to apply the proper pedagogy and

content for student success, as well as the math that is

needed for your student based on their life goals.

The mission of the book is to educate parents on the

problems as well as the solutions to today’s math

education crisis.

This book will empower any parent to provide a

superior math education to their children.

About the Author

Dr. Craig Hane, aka Dr. Del, holds a Ph.D. in Algebraic

Number Theory from Indiana University. Dr. Hane has

taught students of all ages for over 50 years.

Throughout his teaching and business adventures, Dr.

Hane has gained a full understanding of how and why

our current math curriculum is failing all of our

students. He explores these issues with the reader in

his latest book.

Other eBooks by Dr. Hane:

How to Give Your Child a Great Math Education in

Algebra, Geometry and Trigonometry

Math? Help!

Teaching Math

“How and Why… Home School Math can be vastly

Superior to Public School Math”

by Craig Hane, Ph.D. in Mathematics

TABLE OF CONTENTS

Chapter 1: SPIKE Pedagogy for a Wonderful Math Education

Chapter 2: Math? Help!

Chapter 3: How to Give Your Child a Great Education in Algebra,

Geometry, Trigonometry and Beyond

Chapter 4: Non College-Bound Students

Chapter 5: College Bound Non-STEM Students

Chapter 6: STEM Math

Chapter 7: Teacher & Coach

Chapter 8: How to Be A Great Coach

Chapter 9: Standard Math Curriculum

Chapter 10: Why Public High School Math is Failing our Students

Chapter 11: Financial Facts of Life

Chapter 12: Future of our Economy

Chapter 13: Future of our Society

Chapter 14: Future Mathematicians

Chapter 15: Conclusions


F U N C O R N E R

What You Need:

• Bird Seed

• Flat Baking Tray

• Large Pine Cone (or papertowel roll)

• Smooth Peanut Butter

• Table Knife

• Something to cover the table (this activity gets messy!)

• String messy!)

• String

Ιnstructions:

1. Cover the table with newspaper or plastic.

2. Pour some bird seed into your baking tray

3. Help your child spread the peanut butter on the pine cone or

papertowel roll

4. Roll the pinecone (papertowel roll) in the bird seed

5. Tie a piece of string (at least a foot long) to the top of the pine

cone (papertowel roll)

Birds usually take a few days to locate new food.

Keep a bird book handy. Can you and your child identify what kids

of birds are visiting the bird feeder?

When the pine cone is pecked clean, make another!

www.booksbythebushel.com

MAKE YOUR OWN SNOWGLOBE

What you need:

• A clean jar with a water-tight lid (test it by filling it with water

and turning it upside-down

• Waterproof figurine that fits inside the jar (legos work!)

• Waterproof glue (super glue, hot glue)

• Glitter

• Glycerin-makes the glitter float (optional and found at drug

stores)

• Water

Instructions:

1. Remove the lid from the jar and set the jar aside

2. Place the lid upside down on a hard surface and help your child glue the figurine(s) to

the bottom of the lid

3. Let the glue dry completely

4. Have your child add a few dashes of glitter to the jar, along with a few drops of glycerin

5. Help your child fill the jar almost to the top with water

6. Screw the lid on tight and turn the jar upright

7. Have your child shake gently and watch the glitter float around!

www.booksbythebushel.com

http://www.booksbythebushel.com/free-literacy-activities/


FREE LITERACY ACTIVITIES

Download as many as you like!

Join our e-newsletter to receive more

FREE classroom activity ideas!

FREE activities and worksheets!

www.booksbythebushel.com/free-literacy-activities

Monthly Theme Calendars Kindergarten Readiness

Community Helpers

Misc. Activities

Curious George Activities Nature Activities

Farm Activities Social Emotional Activities

Reading Activities

seasonal activities

Social Emotional activities weather activites

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NHEG AFFILIATES & PARTNERS

NHEG couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country.

We would like to take this opportunity to acknowledge and thank everyone for their support.

NHEG is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts.

Below you can see all the businesses and organizations that have supported NHEG and our mission to provide educational support to adults and children in Ohio.

March-April2021

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