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Tax Free Savings Accounts – for Parents

March 15th, 2010 | Comments | Posted in Blog, Families, Parents | by Travis Allison

In many ways a TFSA is better than an RRSP

Doing taxes

The Canadian government’s Tax Free Savings Account, introduced in 2009, is a widely available tax-free savings vehicle that families should seriously consider. The greatest benefit is the ability to add money (up to your limit) and take out money with no tax deductions.

Canadian residents can deposit up to $5000 per year that the account has been open. That means that after three years that account can hold up to $15 000 without taxes being charged. That also means that if you are unable to deposit up to your limit you can roll-over that amount into the next year’s total.

How this affects Canadian Families

  • This money is not considered income so it will not effect your eligibility for Employment Insurance, Old Age Security or Guanteed Income Supplement
  • You will not have to collapse your TFSA into a RIF at a certain age – keeping the money in your account tax-free
  • Unlike an RRSP this is a tax exemption and not a differal
  • You are able to “gift” money to your spouse with no penalties. If you reach your personal limit you can help top up your spouses TFSA

There really is no downside to filling your Canadian Tax Free Savings account.

For more information:

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Teach global issues by sponsoring a child

March 15th, 2010 | Comments | Posted in Blog, Classroom, Education, Service, Teachers | by Agnes

It seems that every time I answer my home phone, the very kind voice on the other end is either asking me if I want to lower my credit card payments or donate money for one charity or another.

World Vision Canada Sponsor A Child

In both cases, it’s so easy to just say no and continue on with the rest of the day. And trust me, I know that you cannot give a donation to every charity or organization that requests it. I do however, know that if you visit or meet with the people these organizations help, you’ll change things in your life to try and help a little more.

“Inured to scenes of misery on TV and in newspapers, meeting these children—mischievous, curious, shy, bold, full of play—shocked us into getting it. These were real children, flesh, blood and spirit, who deserved better than a world that seemed indifferent to their plight.”

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The Week on Twitter: 2010-03-14

March 14th, 2010 | Comments | Posted in News | by Travis Allison

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Fraser Institute releases its 2010 Ontario School Rankings

March 10th, 2010 | Comments | Posted in Blog, Choosing a School, Education | by David Field

This week the Fraser Institute released its 2010 school rankings of 2,742 Ontario elementary schools. The rankings are largely based on the results of Ontario’s Education Quality and Accountability Office (EQAO) of Grade 3 and Grade 6 measurements of reading, writing and math. For many schools listed in the report five years worth of EQAO data is measured.

Ontario’s EQAO testing is mandatory for publicly funded schools including Catholic and French. Therefore the majority of the schools ranked are public. Private schools have the opportunity participate in the EQAO testing but it is not mandatory for them like the public schools. The Bishop Strachan School (a girls school in Toronto) did choose to participate for the first time in 2009 and received an overall rating of 9.9 out of 10 by the Fraser Institute. The other schools listed as private schools included Islamic and Hebrew religious schools and schools run by First Nations.

The accompanying Fraser Institute report indicates the purpose of such school rankings as a valuable tool for parents to make decisions about what schools to send their children to. In addition, the report states that the rankings are an opportunity for schools to improve aspects of their school’s performance. School rankings are often very controversial because they can present a very narrow analysis of all that a school is doing and what students are learning. The report acknowledges on page three that it should not be the only resource used in researching schools, “Of course, the choice of a school should not be made solely on the basis of a single source of information.”

Many parents like having access to school rankings as it can often reaffirm decisions about schooling for their children. If a school has a concerning rating in any report it should make parents ask questions of administrators and teachers. But no research or school rankings can inform parents better than visiting a school, meeting with teachers and speaking to parents at that school. If school rankings can assist parents in asking the questions that are necessary, then they definitely serve a purpose.

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Tying Your Own Shoes

March 9th, 2010 | Comments | Posted in Blog, Families, Special Needs | by Travis Allison

Tying Your Own Shoes is a documentary about four artists who happen to have special needs.

An animated movie about Petra, Matthew, Daninah and Katherine, who all have Down Syndrome, Tying Your Own Shoes takes a look at how art affects self-esteem and perceptions of ability.

Launching to celebrate World Down Syndrome Day on March 21st, people can go see the film on March 14 & 21 (10 a.m.) at NFB’s Mediateque centre for media technology in Toronto. You can RSVP by calling 416.973.3012 – it’s free.

There is also a workshop with the artists where people can try out the different techniques used in the film.

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All I ever needed to know, I learned at riding camp…

March 9th, 2010 | Comments | Posted in Blog, Camp, Camp Q & A | by Travis Allison

At age 10 my parents decided to send me to summer camp, not any summer camp mind you – but one where I would come home everyday stinking to high heaven.  I am not sure if they sent me to horseback riding camp because they knew I would love it, or because it would be a great excuse for them to force me to bathe.

Whatever the motivation behind the decision to send me to horseback riding camp, it piqued my interest in horses, horsemanship and equitation.

Twenty years later I have turned that one summer into a life long interest and a modestly paying career.

I could sit here and list all of the virtues of horses and horse sport, but my computer would run out of memory.  The fact of the matter is that horseback riding is fun!

Although I only look back with fondness at my first summer at riding camp, I wish that my parents had been a little more educated in what to look for in a summer riding program.  Although I emphasize fun when looking at any program, it is important to look for a facility that has quality school horses and certified instruction.

Are the horses:

  • At a good weight? (should only be able to see a hint of ribs)
  • Friendly?
  • Many different shapes and sizes?

Healthy, friendly and safe school horses are a must at any riding facility.  At summer riding programs this is extra important.  Most new riders start off by attending a summer riding camp and they are just starting to become educated in horse handling and behaviour.  There is nothing worse than having a terrifying experience before ever having gotten on a horse in the first place.  This is also where the quality of instruction and supervision is of utmost importance.

Are the instructors:

  • Ontario Equestrian Federation certified ‘Instructor of beginner’ or higher (Coach I)?
  • First Aid and CPR trained?
  • Friendly, effective communicators?

Are the counsellors:

  • Experienced with horses?
  • Friendly and responsible?

Horses are large animals, and one must become familiar with them with the guidance of experienced, patient and friendly instructors, counsellors and staff.

The Equine industry at the moment is coming to a cross road.  We are quickly approaching a time when it will be required to have the proper certifications and credentials to teach riding lessons.

Recently, the Ontario Equestrian Federation (OEF) changed its learn to ride program, instructors certification and coaching certification programs to reflect this shifting trend towards formal equine and equestrian education.  Finding a summer riding camp that employs OEF certified instructors and coaches ensures that these individuals have achieved a set level of standards and are qualified and capable of teaching safe and effective riding lessons.

Horseback riding camps can sometimes feel like a tough decision because not many parents know the right questions to ask concerning their children’s equestrian education.  Write down some questions to ask the prospective camp.  Take the time to visit the facility where your children will be spending their time.  Observe a lesson or two.

Here is a sample list of questions to ask a prospective horseback riding camp:

  • How many horses do you have?
  • How many children usually attend your camp program?
  • How many counsellors do you employ/how many children are there per counsellor?
  • Are all of your counsellors experienced with horses?
  • Will there be staff in the barn to help my child tack up/groom/manage his or her horse?
  • Are your riding instructors and coaches certified by the OEF or another governing body?
  • How many students are in a riding class?
  • How much will my child ride each day?
  • What other activities do you offer?

About the writer:

Laura Shell works at the York Equestrian Riding School in Stouffville, Ontario.

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Surviving the sinking of the S.V. Concordia

“It was fifteen minutes.”

For Grade 12 student Callagy Ross that was the time between her history class and setting off in life rafts with her 63 shipmates from S.V. Concordia as the ship began to sink off the coast of Brazil on February 17, 2010.

The students, teachers and crew of West Island College’s Class Afloat then spent close to 40 hours on the life rafts, not knowing when they might be rescued and having to constantly bail water out of the rafts. Shortly after the wreck three of the four life rafts connected and were able to share emergency supplies and support.

The rafts smelt badly and people had to be held onto if they needed to go to the bathroom. “We held their legs and they squatted overboard,” said Callagy.

As day turned into night few people were able to sleep. Suffering from bruises many passengers developed serious rashes from being wet in the raft for such an extended period.

Then after 34 hours, a plane was spotted.

“It was probably the happiest moment of my life,” explained student Camille Charbonneau who was in another raft. “When you see it, it confirms that you are going to be okay.”

A few hours after seeing the plane, two Filipino cargo ships came to their rescue.

“They really took care of us, gave us blankets and places to sleep,” said Camille. “They were the nicest people I ever met.”

Now almost three weeks after the sinking of the S.V. Concordia both Callagy and Camille say they are ready to head to Lunenburg, Nova Scotia to be with their friends and continue their studies on land. “I’m definitely going back to Lunenburg. I’m extremely excited to be back with the program, friends, teachers and crew,” said Camille who enjoyed riding camels into the Sahara dessert when the ship landed in Morocco.

Asked about if the opportunity rose again to attend school on the seas with West Island College Class Afloat both students had a similar response. “I would go back on in a heartbeat!” exclaimed Callagy. If she does go back, hopefully she can again absorb the sight of the colours and people in the markets of Turkey that was her most memorable experience with Class Afloat before the S.V. Concordia sank.

Arrival Photos

Our Kids’ owner and photographer Andrew Stawicki was on hand at Toronto’s Pearson Airport the morning that the students arrived from Brazil.  Click through to see his photos.

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Improving Classroom Teaching – Can Teachers be Taught to Teach Better?

March 8th, 2010 | Comments | Posted in Education, Teachers | by Paul W. Bennett

Since the time of the Ancients, the art of teaching has sparked intense discussion both inside and outside of the academy.   In the March 7 edition of the Sunday New York Times Magazine, Elizabeth Green, editor of GothamSchools.org, tackles the whole question in a splendid feature essay.  Her article focuses on Doug Lemov, an Albany (NY) educational consultant, who had an epiphany five years ago while trying to assess why American school reform efforts were faltering.  After observing dispirited teachers in action in the urban schools of upstate New York, Lemov reached the conclusion that teachers simply needed better training.  Like most North American teacher educators, he also believes that good teaching is not just instinctive — “a kind of magic performed by born superstars” — but, instead, consists of deliberate techniques that can be taught or imparted to others.

The fundamental question remains: Are good teachers simply born or can they be made? Here is how Elizabeth Green framed the issue:

“But what makes a good teacher? There have been many quests for the one essential trait, and they have all come up empty-handed. Among the factors that do not predict whether a teacher will succeed: a graduate-school degree, a high score on the SAT, an extroverted personality, politeness, confidence, warmth, enthusiasm and having passed the teacher-certification exam on the first try. When Bill Gates announced recently that his foundation was investing millions in a project to improve teaching quality in the United States, he added a rueful caveat. ‘‘Unfortunately, it seems the field doesn’t have a clear view of what characterizes good teaching,’’ Gates said. ‘‘I’m personally very curious.’’

When Doug Lemov conducted his own search for those magical ingredients, he noticed something about most successful teachers that he hadn’t expected to find: what looked like natural-born genius was often deliberate technique in disguise. ‘‘Stand still when you’re giving directions,’’ a teacher at a Boston school told him. In other words, don’t do two things at once. Lemov tried it, and suddenly, he had to ask students to take out their homework only once.

It was the tiniest decision, but what was teaching if not a series of bite-size moves just like that?”

This week I ask you the same questions posed by The New York Times Learning Network blog:  What do you think? To what extent can good teaching can be taught?”

About the writer:

Dr. Paul W. Bennett is the Director at Schoolhouse Consulting in Halifax, and a regular commentator on critical issues in Canadian education.

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