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Oakwood School in Morgan Hill Know how One local family has been with Oakwood for many years! Meet Divya and Nikhita Gopisetty who didn’t know what their future had in store for them but whose parents believed that Oakwood would provide an excellent foundation for them to discover who they were and how they wanted to shape the world.
Growth and progress have always been a part of Oakwood School’s history.
The Oakwood School story began in 1959, when Gwen Riches, an educator and artist, gathered her children and their friends for an afterschool arts program in her Los Altos home. As the children happily played, created, and performed, word began to spread. The Riches’ family home became Pinewood School, which still thrives today in Los Altos. Fast-forward 40 years, when Gwen Riches’ eldest granddaughter, Michelle Helvey, and her husband, Ted, founded Oakwood School in Morgan Hill. It began as a preschool through eighth grade school, and the high school was added in 2005. Today, Oakwood School is flourishing with an enrollment of nearly 500 preschool through twelfth grade students on a 30-acre campus tucked away behind the intersection of Monterey Street and Watsonville Road. One local family has been with Oakwood for many of those years. When Divya and Nikhita Gopisetty started at Oakwood School in seventh and second grades, they didn’t know what their futures had in store for them, but their parents believed that Oakwood would provide an excellent foundation for them to discover who they were and how they wanted to shape the world. During her time at Oakwood, Divya co-founded the Speech and Debate Team, was the captain of the Girls' Varsity Basketball team, and also participated in the Interact Community Service Club, where she was able to engage in social justice issues that mattered to her. These experiences helped Divya grow as a student, individual, and leader, supporting her next chapter in life. After grad- uating from Oakwood in 2014, she headed to Stanford, where she earned her Bachelor of Science degree in Human Biology and was honored to speak at Stanford's 2018 grad- uation ceremony. Nikhita is currently a Senior at Oakwood and was one of five Bay Area teens who headed to Washington D.C. last year with the Juvenile Diabetes Research Foundation to meet with two U.S. senators and members of Congress to talk about renewing $150 million in federal funding to find a cure for the disease. Like her older sister, she has also been able to balance academics and extra-curricular activities so that she has discovered where her passion and interest lie. Nikhita works on the tech team for Oakwood Performing Arts productions and plays tennis with the Girls’ Varsity Tennis Team. Oakwood School has reached another pivotal point in its history with the launch of Spreading Our Roots: Oakwood Campus Expansion Project. The project includes a new Liberal Arts building, gymnasium, and a playfield. These projects are well underway, advancing the school's ability to provide enhanced hands-on learning opportuni-
Divya with Parents Stanford Graduation
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learn a variety of increasingly complex visu- al arts techniques. They also participate in PE classes and compete in a variety of ath- letics programs. After years of thoughtful planning, the projects and initiatives the school has underway are transforming the campus and making it possible for future generations of Oakwood students and facul- ty to excel and discover, to imagine and pio- neer, to lead and transform. They will unite the school as a community to create an even better Oakwood and amplify their students’ impact on the world—both locally and glob- ally. The completion of this growth at Oakwood School will propel a bright, new generation of gifted, young people into vital leadership roles in our community. The need for active learning and critical thinking to create a bold, entrepreneurial spirit in students has never been more apparent. When people visit the Oakwood School campus, they feel
Nikhita Speech and Debate Class
ties and expanded extracurricular offerings for current stu- dents as well as sustaining excellence in education decades into the future. These enhancements greatly support two of the key tenants that set Oakwood apart from other schools – confident self-expression and unbridled exploration. At the heart of the Liberal Arts building is a 200-seat theater along with a Maker’s Lab where students will be able to build whatever they can imagine and turn their technolog- ical dreams into reality. Oakwood students from first grade through twelfth grade study drama, take part in plays and musicals, and
there is something quite special. The reason for this is no secret. When children are taught in a small and nurturing classroom environment by subject-focused teachers who love what they do (Oakwood boasts a 9:1 student teacher ratio), wonderful things happen. Add to that a strong cur- riculum, broad extra-curricular opportunities and beautiful facilities and you have an educational opportunity that is unmatched in the area. We are certain the Gopisetty girls think so. We can’t wait to see the great heights they reach next.
Oakwood Campus Expansion
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What makes Iducator Unique?
It is a platform to connect Teachers and Schools!
Iducator is an educational service platform. We are like Uber for preschool substitute teachers. How does Iducator work? We have a teacher network and school network. When preschools need substitutes, school directors use our soft- ware to make a request. Our software dispatches that request to qualified teachers based on their location, with the teachers closer to school first. If the request is ignored or declined, it will be passed on to teachers living further away.Teachers would see each job request’s location, time, and estimated income. They can decide which job/jobs to accept and even have the choice to accept part of requested time. Our Belief We can provide working opportunities to everyone who love to work with kids and help our pre-schools find good teachers with click of a button. With the help of technology, we can connect thousands of teachers and schools, helping our society to provide bet- ter childcare to our kids. . The Difference There are many differences between us and other such agencies. First, we put our teachers in control. They can decide when to work, where to work and how much to earn. Second, is we believe in technology, with click of a button, our software automates everything, so teachers can just focus on teaching. Third, we keep on innovating and improving. We listen carefully to feedbacks from our teach- ers and school partners to improve our service and soft- ware on weekly basis.
We have over 50 schools in our network and we are actually expanding in the Bay Area. Through interactions with multiple schools, our teach- ers would learn from different approaches from different schools and find their best fits. Teacher’s Background Anyone who truly love kids and has experience taking care of young children can apply on our platform. This experience can be previous work, babysitting, or even tak- ing care of one’s own child. No prior Early Childhood Education background is required. Many stay at home moms work on our platform, they enjoy the flexibility and the ability to earn extra money. Good childcare starts with good teachers, and a big part of it is sub-teachers. Right now bay area has a preschool teacher shortage. If you love working with chil- dren and have some flexible time, join us. Together we can help our kids get better care and you can earn some good money. Start your Early Childhood Education Career with us!
For more details, please visit our website: www.iducator.com/teacher Or you can email us at: jobs@iducator.com
“I had a great experience with using Iducator. There were so many jobs to choose from. I have recommended this com- pany to all my teacher friends and will use them again in the future.”
Cindy Rivera
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T HE A DMISSIONS B RIBARY S CAM REVEALS UGLY SIDE OF COLLEGE ADMISSIONS It’s time to take a hard look at these so called prestigious universities By Meena Yeggina
That wealth could get your kids into an Ivy League is a well-known secret. My kids attended a prestigious private school here in the Silicon Valley, but they were different from most of their peers. We were not affluent in the way some students were, we had to work for every penny that earned their education. And about 80 percent of the parents were like us. That’s why, whispered rumors and anguished murmurs about how kids with lower grades got into Stanfords and Harvards solely through their parents “wealth,” though dis- tressful, were harsh parts of our reality. “Just donate a couple of millions and you are sure to get in you know where,” a parent friend whispered into my ear during a parent–teacher conference once. Though those of us who were from the mid- dle strata of society felt slightly overwhelmed with all the money talk surrounding us, we were hopeful about the col- lege acceptance system at large. Good grades could never fail. Your kids will have a future at a good college. These were the beliefs we stood by as hard-working immigrant parents, whose dream was to have their kids study in an invigorating and rigorous university. These notions were only solidified with each new rumor surround- ing a promising student who, despite their humble back- grounds, got into good colleges. However, to my dismay, for every deserving candidate, there was also another not-so-deserving one that got into a top college. To a lot of us who didn’t have the affluence or moral ineptitude to buy our kids’ acceptances, this was incredibly frustrating. But, what could we possibly do? It’s an accepted fact that money speaks; and if you know someone through your money, for example in the board, then it becomes an added bonus. Your child is in (please do remem- ber, all of this is based on the experience I had while my chil- dren grew up, observations and rumors that defined their own perspective of college. Maybe a fantastic letter of recom- mendation, sports, or college essay could have done the trick for some students). We silently watched as rich-kid after rich-kid, not so deserving, got into top rated universities, but happy that our kids got in too, the hard way. Keeping this background in mind, I must say, the recent allegations against CEOs and celebrities bribing their kids into college, is a whole new level of low. And a mighty mountain for us commoners to climb. This corrupt route is well known in India and probably one of the main reasons my generation migrated to the US: to taste equality at all levels. The U.S. is well known for just treatment of its citizens. At the lower tiers and pinnings of society, corruption is at its minimum. Or so we thought. Busting so many parents who are actually paying to get their kids in is extremely shocking to many of us who
From the Editor’s Desk
believed in this country and its principles. All this being said, hope is not completely lost. By crack- ing the whip swiftly on the offenders while naming and shaming them, government agencies restored some sem- blance of justice. “This case is about widened corruption of elite college admissions to the steady application of wealth combined with fraud,” the federal prosecutor announced, to the reas- surance of many. “There can be no separate college admission system for the wealthy and I add that there will be not be a separate criminal justice system either.” It’s splendid that this bribing machine is busted and many big names have come out in the open. But, the main question that is worrying parents and kids with dreams in their eyes and hard work as their asset is - is it really over? As if the bribing through their noses in addition to “donations” is not enough, the existent bias towards the migrant community is another serious hurdle that is hurting children. As we speak, Harvard is being sued by Students for Fair Admissions (SFFA) for its bias toward Asian-American applicants who “have consistently received lower scores on soft skills like “likability,” “helpfulness,” “integrity” and “courage.” If this is not worrisome, what is? Under these circumstances it’s time to have a hard look at these so called prestigious universities as well. How presti- gious are they really if they cannot even see beyond money and race? This is something all parents and kids need to think about. We, including myself, need to rework our priori- ties and value systems to ensure we stand for the justice and meritocracy this country promises us and our children. That, truly, starts with us, not them.
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students develop confident self-expression.
Oakwood students graduate with the confidence and knowledge to project their voices
Please join us at our Open House! Saturday, November 3rd 10am to noon CALL FOR A TOUR!
thoughtfully from any stage. Here, performing doesn’t mean pretending to be someone else. It means becoming your best self and learning how to share that self with others. That’s why we give all our students plenty of opportunities to perform in public. Students begin to speak more clearly, listen more attentively, and challenge their own boundaries—the key to success in any college, any career, any relationship.
Preschool through Grade 12 Morgan Hill 408-782-7177 pictureoakwood.com
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Passion for innovation, commitment to exquisite craftsmanship, unmatched trust and superior service forms the bedrock of every initiative they undertake
K rishna Pearls and Jewellers is a brand that’s coveted for its core promise of trust, exquisite craftsmanship and superior customer service. It has enamored the loyal cus- tomers since inception. Every great journey starts with an all-important first step. “We took ours 35 years ago in 1983. Our saga of more than three and a half decades has been replete with fond memo- ries blended with valuable lessons on dri- ving customer delight. Today, we are adept at catering to the varied demands of the Indian and international customers,” said Ankit Agarwal the young owner who manages the Panjagutta branch. Passion for innovation, commit- ment to exquisite craftsmanship, unmatched trust and superior service forms the bedrock of every initiative they undertake at Krishna Pearls and Jewellers. Inspired by their rich legacy, they have always been at the forefront
They added to their product line to include jewelry with precious stones such as diamonds, emeralds, rubies and sapphires. Today, their esteemed customers boast an elite list, including domestic and international of their retail stores at Westin Mindspace and Inorbit Mall in Madhapur, Forum Srujana Mall in Kukatpally, Hyderabad International Convention Center and Novotel Hotel in Madhapur, Novotel Hyderabad Airport in Shamshabad, GMR – RGIA in Hyderabad Airport since 2008 and CSIA-MIAL in Mumbai Airport. There was more in store for their loyal patrons. In 2016, they launched our new jewelry store at Road No. 36 in Jubilee Hills, Hyderabad. They further diversified their product range to include pearl jewelry, diamond jewel- ry, silver jewelry, gold jewelry adorned with pearls, diamonds, precious and semi-precious stones.
of crafting the stunning collection of pearl and diamond jewelry that is designed to drive customer delight.
HISTORY
They embarked on their memo- rable journey in Patthergatti near the historic Charminar in Hyderabad in 1983. Almost a decade later, they suc- cessfully established a strong reputa- tion as a trusted dealer in pearls. This gave them a much-needed fillip to open their first store in a 5-star hotel at Taj Krishna, formerly known as Krishna Oberoi. They diversified their product line to include gold jewelry with pearls in it. MORE BRANCHES At the turn of the twentieth centu- ry, Krishna Pearls and Jewellers opened its flagship store at Panjagutta in 2005. This store is located in the heart of the city and in the middle of a shopping destination in Hyderabad.
The Panjagutta Branch
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This wouldn’t have been possible without their dedicated team of the finest craftsmen and the constant sup- port of our loyal customers. As a promise to clients, Agarwal asserts, “ Going forward, we seek your continued patronage in establishing Krishna Pearls and Jewellers as the fore- most name in India’s jewelry landscape. Come; explore our stunning collection of diamond, emerald, ruby, gold and silver jewelry in intricate patterns. Whatever is the special occasion, Krishna Pearls and Jewellers will add sparkle to your celebra- tions!”
Friendly and courteous, the staff excels in exemplary service
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408-254-0954 • e-mail: info@indiaparentmagazine.org
EDITOR-IN-CHIEF Meena Yeggina
Mora Oommen Natalie Daprile Rishi Ravuri Sindhu Ravuri Stephen E. Von Till
PUBLISHERS Meena Yeggina
CONTRIBUTING WRITERS Ashok Swain
PHOTOGRAPHY www.yashdoshiphotography.com WEB SITE Sekhar Bonagiri
Gerald Cumings Jacqueline Payne
April 2019 www.indiaparentmagazine.org Cover Credits
Yashdoshiphotography (Sindhu Ravuri) Rhi Lee Photography (Cassie Brown)
In This Issue
Krishna Pearls and Jewellers is a brand that’s coveted for its core promise of trust, exquisite craftsman- ship and superior cus- tomer service See Pg 14
The Admissions Bribary Scam
For more than two decades, Dance Attack has provided quality dance instruction See Pg 64
reveals the ugly side of college admission See Pg 12
Dave’s Zumba Class
Pg 34
Movie Review (Captain Marvel) Pg 36
Comparing Leaders’ Reactions to a Tragedy
Movie Review (Kesari)
Pg 50
See Pg 22
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LEADERS ARE DEFINED BY HOW THEY HANDLE CRISES AND INSPIRE CONFIDENCE Leaders pics: Screen Shots TheGuardian.com By Meena Yeggina
Pic by Yash Doshi
Comparing Leaders’ Reactions to a Tragedy In the wake of deep-rooted prejudice, violence and hatred toward a particular minority, was there a leader who solicited courage today, preserving the values of secular- ism, equality and, above all, humanity? It was not the current
13 hours to the tragedy. “My warmest sympathy and best wishes goes out to the people of New Zealand after the hor- rible massacre in the Mosques. 49 innocent people have so senselessly died, with so many more seriously injured. The U.S. stands by New Zealand for anything we can do. God bless all!” This tweet neither
condemned the terrorist, who thinks the President is “a symbol of renewed white identity,” nor is it ardent or sincere enough to provide hope to those grieving. The Washington Post admonished the president of the United States for not expressing “explicit sympathy with Muslims across the Globe.” And we agree. On the other end of the globe, Prime Minister Narendra Modi’s response to the tragedy is even more bizarre. Five of the vic- tims amongst the 50 dead are Indians. Yet, the min- ister did not tweet any condolences. The Indian High Commission in
leader of the free world, the United States, nor the leader of the largest democracy of the world, India. It was Jacinda Ardern, a young prime minister from a relatively small country, New Zealand. During a terrorist attack on Muslims praying at the Christchurch, 50 men, women, and children were killed. In the wake of this horror, Ms. Arden and stood steadily by the minority immigrant com- munity. Wearing the com- munity’s traditional garb, the hijab, she addressed the bereaved families of the victims, trying to place some hope in their terror- ized hearts.
Prime Minister Jacinda Arden of New Zealand promised to cover the funeral costs of the 50 Christchurch terror victims, assured every family of the victims financial assistance moving forward, changed the gun laws, exhibited solidarity and inclusiveness by wearing hijab while addressing the victims’ families, refused to name the terrorist, instead focusing on the victims. Now THAT is leadership.
New Zealand identified the Indian victims as Meheboob Khokhar, Ramiz Vora, Asif Vora, Ansi Alibaba and Ozair Kadir. On the day of the incident, the Ministry of External Affairs issued a statement on Twitter that said Modi had written to New Zealand Prime Minister Jacinda Ardern to express his “deep shock and sadness” at the attacks on “places of worship”. That’s it. Nothing personal or reassur- ing from the prime minister, who otherwise tweeted on sev-
“What has happened in Christchurch is an extraordi- nary act of unprecedented violence. It has no place in New Zealand. Many of those affected will be members of our migrant communities – New Zealand is their home – they are us,” she said. While those words were powerful, it was their implicit non-denial that stood out. She called a spade a spade: not a lone wolf or a psycho killer; just terrorist. In sharp contrast, the U.S. President’s tweet came after
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Those leaders who instill fear, can catalyze pain, tragedy, and suffering; while those who espouse inclusiveness and integrity, can influence young minds to stop pain, tragedy and suffering.
sprouts from the same seed as these comments we hear daily. “Othering” a community to achieve some sort of fol- lowing is a tactic as old as Hitler. And many politicians employ the same tactic, using hate as their currency. Our everyday frustrations, often originating from things like irregular water supplies, inadequate provision of electrici- ty, criminally low pay scales, lack of attention or love, and other similar issues can end up accumulating in the same corner of our hearts. It brews hate. That very hate burns down houses and lives while politicians use it to blame at the “OTHER.” Such politicians may win temporary gains, but it’s the common man that will bear the brunt of that power strug- gle. That is why I hope and pray that, in the manufactured struggle between “morality” fueled by terrorism and prej- udice, and basic compassion for each other, we do not lose ourselves. We stand together. Otherwise, all minorities will grow to hate each other, forgetting the common threads that tie us, and our religions: our desire to be good for each other, for whatever God we believe in, and for our families. A utopian society is an impossibility, but in its pursuit, we must establish truth as the source of every human endeavor, instead of letting humanity slide further into a Trumpian and Modian white supremacist and majoritarian post-truth world. And we must choose the right people to be in power to help us get there. Someone like Ardern has shown the way by rejecting the message of hate and championing a diverse, multicultural, accepting society. If there's one thing about our world we most need to protect right now, it is each other. Freedom is not the right to do what you want, but an opportunity to do what is right. Coming to America gave us the freedom to do what we wanted to in a democracy, so let’s not close our minds to others’ independence and right to live the way they desire.
eral other tragedies to express his sympathy. In the midst of such leaders who measure their leader- ship and power in terms of how many votes they can gar- ner in the next general election, a young female leader of a relatively small country stands out as a solid symbol of equality, justice, strength and inclusivity. And by doing so she has become the face of comfort and justice within a mayhem of tragedy and denial. In one single bold move she refused to acknowledge even the name of the terrorist and denied him the notoriety that they thrive on. "He is a terrorist, he is a criminal, he is an extremist, but he will, when I speak, be nameless, and to others I implore you: Speak the names of those who were lost rather than the name of the man who took them. He may have sought notoriety but we in New Zealand will give him nothing -- not even his name," she told the Parliament. She made sure that she would be standing on the right side of the history, and be a hero for the children of her nation. The reason I highlight the disparity of these leaders is because of the true impact they have had. Those who instill fear, can catalyze pain, tragedy, and suffering; while those who espouse truth and integrity, can influence young minds to stop pain, tragedy and suffering. Positive radical- ization and negative radicalization are tangible conse- quences of our leadership. Take this incident, for example. While the terrorist behind this crime initially lived a nor- mal life, the Internet radicalized his views. Powerful lead- ers spewing venom on minority communities gave him a purpose: to eradicate that very problem and bring justice to white supremacy. Majoritarian victimhood and othering “aliens” is not just visible in the context of white supremacy. In my quo- tidian life as a Hindu, I have encountered many relatives who would casually say, “Anybody but a Muslim, I hope our kids will not chose Muslims as their partners!” I cannot express how anguished I feel about such words. Modi and Trump’s inability to support the Islamic community
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themselves), practice good decision making, make friends and bond with others. At the APJCC Preschool, each day we offer a combina- tion of free play and organized activities. Activities are designed to enhance children's skills in all areas of devel- opment, including physical, social, emotional, language, cognitive, and spiritual. We offer a mix of indoor and out- door activities, weather permitting. A typical day includes experiences such as art, sensory activities, building or play- ing with manipulatives, singing, storytime, and a group project, as well as snack and lunchtime. Children also enjoy a weekly music class with our music specialist, and gym class with our movement specialist. Children who are at school for the full day (rather half day) also have naptime. At Camp Shalom, the preschool-age program is similar to our regular APJCC Preschool program that was just described. For grades K-8, a typical day starts with an all- camp song circle, followed by a variety of activities with the child's age group, which might include sports, art, cooking, science, lunch, and children's choice electives, as well as daily swimming in our heated pool. Every week has a spe- cial theme, and the children also enjoy weekly field trips to fun locations around the South Bay. W E WORK WITH KIDS AND FIND SOLUTIONS We work with children to help them regulate their own behavior. The emphasis is on finding solutions to challeng- ing behavior. When necessary, we reach out to parents to involve them in finding a solution. At the APJCC Preschool, each class has two teachers, a senior teacher and a junior teacher. Senior teachers are required to have, at a minimum, 24 college credits in Early Childhood Education/Child Development and at least 175 days of early childhood teaching experience within the past 4 years, or an Associate's Degree or higher in Early Childhood Education/Child Development and at least 3 units of supervised field experience. Junior teachers are also required to have college credits in Early Childhood Education or Child Development. All teachers have com- pleted a fingerprint scan and background check, and are carefully selected for their warmth, enthusiasm, and caring attitude toward children. At Camp Shalom, all our camp counselors have experi- APJCC EMPHASIZES ON DEVELOPING NEW SKILLS , HAVING FUN AND MAKING FRIENDS !
The Addison-Penzak Jewish Community Center (APJCC) is a Los Gatos community center that offers sum- mer day camp, year-round preschool, and many other pro- grams for kids and families. E VERYONE IS WELCOME The APJCC Preschool follows a developmental philos- ophy. This means we follow developmentally appropriate practices in a play-based program that helps children grow in all developmental areas — social, emotional, cognitive, language, and motor development. Our summer camp, Camp Shalom, emphasizes having fun, developing new skills, and making friends. Kids can choose a traditional day camp experience with daily games, arts & crafts, swimming, singing, and a variety of other activities such as science and nature, field trips, theme weeks, and more. Or they can choose from a variety of spe- cialty camps in areas such as circus arts, cooking, dance, LEGO engineering, STEM, and sports including basketball, martial arts, parkour, soccer, and tennis. APJCC IS DIFFERENT Some of the things that make our preschool and camp programs special are the warm and welcoming atmosphere, the quality of our staff -- many of whom have been with the JCC for many years -- and the focus on non-academic areas of child development, especially during the summer. We're proud that our day camp is accredited by the American Camping Association (ACA), which certifies summer camps for quality and safety. And we're proud of our licensed preschool, license #430709398. In the APJCC Preschool, the child/teacher ratio follows state licensing requirements for the various age groups: for 18-month-olds it's 1:4, age 2 years 1:6, age 3 years 1:8, and age 4 years 1:9. At Camp Shalom, our counselor to camper ratio is 1:8, except in our preschool camps where the ratio follows the same state licensing requirements as our preschool. Our philosophy is that play is the work of children, and that children learn valuable lessons through a play-based, experiential approach. By interacting with peers and by finding creative solutions to challenges, children learn to self-regulate (regulate their emotions and behavior by
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APJCC
ence working with children. Our preschool counselors are licensed preschool teachers from the APJCC Preschool. Camp counselors for the K-8 age group all have experience working with children, are at least 18 years old, and are carefully selected for their warmth, enthusiasm, and caring. All camp counselors complete a week-long pre-camp train- ing session, and have completed a fingerprint scan and background check. All staff are certified in CPR and first aid. And at the swimming pool, American Red Cross certi- fied lifeguards are always on duty, and counselors are in the water with the children at all times. I NCLUSIVE P HILOSOPHY We welcome everyone. Our camp and preschool pro- grams are grounded in Jewish values and traditions, and welcome families from all backgrounds. You don't have to be Jewish to participate in camp, preschool, or any Jewish Community Center program. The main focus of our pro- grams is on producing well-rounded, happy children.
We look forward to seeing you at the JCC.
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Action Day Primary Plus A Unique And
Nurturing Learning Environment!
encourage their small and large motor development, as well as their social and emotional development.
Preschool Program - ACTION DAY PRIMARY PLUS Our Preschool program consists of developmentally appropriate curriculum for children as they move through the preschool years focusing on all areas of development, including Social, Language Development, Math Readiness and Science, Gross Motor, and Fine Motor Skill Development. It is our goal to provide an environment that encourages maximum development for children, as posi- tive experiences during the early years lead to much greater success in the future. We maintain a philosophy that
encourages a semi-structured program to allow for specific growth and individual free- dom. The teachers create lesson plans based around weekly themes to focus on each area of development and set out spe- cific goals for each day.
Since 1968, Action Day Primary Plus has been provid- ing quality education and enrichment to families through- out the Bay Area. Today, our award-winning programs include infant care, preschool programs, a private elemen- tary school, a private middle school, extended-day care across 11 locations, as well as onsite dance, sports, and so much more. Infant Care - ACTION DAY PRIMARY PLUS Our Infant Centers offer a developmentally appropri- ate, semi-structured program that focuses on nurturing all areas of the development for young children, birth through age 2. Even at the youngest age, our daily routine includes circle time and art, as well as plenty of time for exploration. Our infant programs are very special because we provide
Private Elementary School - PRIMARY PLUS ELEMENTARY SCHOOL
Primary Plus Elementary School offers a well-rounded private Junior Kindergarten through 4th grade academic program. Integrated into our STEAM-centered curriculum are a Science Lab, a Technology Lab, and small class sizes. We provide before and after school care, and enrichment and after school programs include dance, sports, and a wide variety of specialty camps, all offered on-site. At West Valley Middle School, students are provided with the means by which to excel. With small class sizes, STEAM integrated curriculum, dedicated teachers, and ful- filling, onsite enrichment opportunities, our students con- sistently outperform others at grade level. Additionally, our Middle School students thrive academically with the advantage of our 1:1 iPad program and choice of elective classes. By offering our students a balanced education with core fundamentals, WVMS prepares its students for what lies ahead. www.wvmiddleschool.com Private Middle School - WEST VALLEY MIDDLE SCHOOL
your child with a consistent Primary Caregiver who is responsible for his or her care each day. The Primary Caregiver carries out the daily schedule in a consis- tent, gentle, and timely way so that your child and care- giver have maximum inter- action and build a close relationship. Each class- room provides develop- mentally-appropriate mate- rials and equipment for each age group to help
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Is your child’s education stressful? Worried about how your child is doing?
its mandated philosophy. This is not the way to develop future leaders. SAGE A CADEMY IS A NEW KIND OF EDUCATION . SAGE offers a balanced pro- gram with academics geared towards practical application. SAGE has bi-monthly field trips that help a student learn valuable lessons not found in text books. We focus on engaging each stu- dent at their current academic level and area of interest. SAGE is the perfect environ- ment for both the academically driven child as well as the strug- gling student that may have fallen behind or has started to dislike school. At SAGE, all students are admired for their uniqueness and ability. We provide a safe and wel- coming learning environment. School should be a place where your child has the freedom to discover how fascinating life and learning are. Your child is welcome at SAGE. Learn more! www. sageacademy-k12.com
and homework? Some schools are project based and guarantee your child will enjoy their education. But how will you know their aca- demic needs will be met? It can be hard to pick the right school for your child. Many conventional schools have one problem in common— students must fit into their style and philosophy of teaching. In order to succeed in the school, your child will have to conform to
OR WHICH SCHOOL TO SEND THEM TO ? T HERE ARE SO MANY CHOICES . WHY SAGE? Some schools are academical- ly driven and promise to set your child up for a great future. But will your child be buried in stress
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Peninsula School A PLACE THAT MAKES LEARNING IRRESISTIBLE!
Engaged Teachers Who Engage Children. Peninsula teachers are dedicat- ed to the development of each child and are skilful practition- ers of progressive education. The opportunity for teachers to form close bonds with students, to have a voice in how they teach, and to continually update and deepen their practices
a number of perspectives; they are woven into class projects and learning activities and presented through games, manipulatives, and other experiential ways of learning. Our focus is on building deep, critical thinking and engaging students to be active participants in their learning in a non-competitive environment. As a result, our students learn naturally and enthusiastically and immerse them- selves in topics to satisfy their own intel- lectual curiosity. Classrooms for younger students (five- to ten-year-olds) are multi-aged, allowing us to group children in classes that match their social, emotional, and cognitive level where they feel both sup- ported and challenged. Play at Peninsula is indispensable to learning. Our curriculum is steeped in play from the very early years right up through eighth grade. With younger children play, including digging in sand, building with blocks, and pretending with friends, builds the foundations of social and intellectual development. For older children, play is broad and wide- ranging and integrates with academics as a catalyst for critical analysis creativi- ty, and questioning — maintaining child’s innate curiosity for a lifetime. Social and Emotional Skills Are as Important as Academics. Learning to be a strong individual while honoring the strength of diversity and community are essential lessons for life in a rapidly changing world and form the very core of Peninsula School values. Teachers spend countless hours with stu- dents, in both structured and unstruc- tured settings, helping them appreciate the power of listening and reflection to better understand the perspectives and feelings of others and to better compre- hend the depth of their own feelings. Every classroom has a class meeting each day. Class meetings may appear simple, but a closer look reveals children
Peninsula School is the best example of what a small, progressive school can be. Parents choose Peninsula School because it is a place where children love coming to school. And it’s no wonder they do. With a high teacher to student ratio and a focus on the social and emotional development of children, every student is known and respected. We provide ample time and space for children to be children — to roam our expansive, natural campus and to have the freedom to make choices throughout their days. Our time with children is used well. Skillful teachers incorporate their stu- dents’ natural curiosity and interests, foster their creativity with abundant arts, and stimulate their intellects with teaching that favors questioning, analy- sis, and depth over breadth. Because Peninsula is known for val- ues that include embracing diversity, inclusivity, and a commitment to social justice, we attract families who place a priority on community. Peninsula has a long history of nur- turing each individual’s interests and talents, and our graduates are a testa- ment to this. They enter a wide array of high schools, colleges and universities and stand out as enthusiastic lifelong learners who are curious, creative, and community minded. Later in life, Peninsula alumni have chosen varied paths in life from astronauts to musi- cians, engineers to authors, business owners to teachers.
through generous funding for profes- sional development, makes Peninsula such an exciting and fulfilling place to teach that many teachers spend their entire careers here. • Peninsula teachers recognize indi- vidual learning styles and adapt lessons to provide multiple paths to learning. • They are practiced at asking ques- tions that lead students to inquire, exper- iment, take risks, explore and think criti- cally to broaden and deepen their under- standing. • They have the autonomy to approach their teaching with flexibility and creativity. • They know how to engage students to be active participants in their learning and to advocate for their needs. • Our teachers place great emphasis on diversity and on respect for individu- als for their similarities and for their dif- ferences. • Peninsula teachers understand the essential role that joy and wonder play in learning.
Peninsula Makes Learning Irresistible!
Teaching that is responsive to the interests and abilities of students and creative instructional approaches have been hallmarks of Peninsula’s progres- sive philosophy of teaching for over 90 years. Academic subjects are approached from
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engaging in social democracy, finding their voice, learning how to resolve con- flicts, and building consensus. They learn how to compromise, how to dis- agree, and how to take responsibility for their choices, and they develop confi- dence and autonomy in the process. We are excited that you chose to explore Peninsula. School. We invite you to visit for a more in-depth look. Creating opportunities for children to have choices and to make decisions provides them with lessons they will use at every stage of life. Having choices and a voice in decisions are fundamental elements of a Peninsula education dat- ing back to our founding in 1925 Choices throughout the day may be simple or complex: where to play and what to play, which activity class to take, how to solve a math problem, what project to work on, where to camp and what to cook for trips. Older students often lead class meetings and have input on the agenda. Peninsula teachers are particularly skilled in guiding students in analyzing choices and discussing the responsibilities and impacts of their decisions. Here are a few examples of how having choices and a voice have resulted in activism at Peninsula: • When contractors began to remove a large mound of dirt left-over from a campus excavation, eight-year-old stu- dents made a proposal to school admin- istration to keep it as a play feature. Their proposal was accepted! • Seventh- and eighth- grade students wanted an interscholastic basketball team. They organized themselves, made a request, and discussed it w i t h their teachers. As a result, several teach- ers agreed to coach them and - schedule games with other schools. • After studying the Civil Rights Movement of the 1960s, nine-year-old students decided to publish a “Book of Dreams” inspired by Martin Luther King, Jr. that contained stories art aid poetry. They sold copies of the book raising $1,000 for the International Rescue Committee. “Activities” time occurs for one Children Feel Ownership
hour each day. Beginning with six-year- olds, children choose the activity they will attend on that day. With options that include weaving, art, woodshop, music, ceramics, science, library, and physical education, it can be a tough choice! Activities classes are multi-age which allows friendships to develop across age ranges and strengthens com- munity bonds. We invite you to visit us and experi- ence Peninsula School for yourself.
PENINSULA SCHOOL • 920 PENINSULA WAY, MENLO PARK, CA 94025 • TEL (650) 325-1584 • info@peninsulaschool.org
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INVIGORATING AND EMPOWERING , THE ZUMBA CLASS THAT BROUGHT HEALTHY FUN INTO MY LIFE
By Meena Yeggina
With some of the friends I made at Dave’s (Top Left in hat) class (me Bottom Right in red)
devil, you will eventually find it within yourself.” The problem was obviously me. I was mentally blocking myself with insipid excuses to avoid exercise at all costs.. And then, on one lazy summery day, I discovered Dave’s Zumba class by sheer accident. I was strolling by the Eastwood dance room after yet another boring workout. There were so many people in his class! Which could mean two things: one, the class is easy and fun, or two, it’s helping the participants. Or, if my wish came true, it’s both fun and it yields results. I tentatively walked in,late, and expecting the instructor to ask me to leave (I was very late). Instead, he didn’t care. Anonymity and stealth is always the best option for people like me, who just want to blend in during such physical activities. Then I slowly and reluctantly started, trying to move my 140-pound body to the rhythm. My love affair with Zumba began that day. The Intoxicating Inclusivity of Dave’s Zumba Indian music, mostly classical and semi-classical, were my favorites flavors. But Dave made me reinvent my objectivity to different styles of music. I didn’t know until then that Asian, Latin American or Western music could have as much meaning to me as Indian. Few of the first songs and dance routines of the class that I liked were“No” by Meghan Trainer and “Despacito”
A year ago I was a total mess, anatomically. Busy with work and home improvement, I let my health slip a little and body swell a lot. Feeling sick and wanting a way out, I renewed my membership at ClubSport Fremont (now renamed Bay Club). Like millions of women, I find working out tedious, exhausting and inconvenient, especially driving to the gym with my busy schedule. I simply wasn’t motivated enough. Yes, surely weight needs to be controlled (especially at my age), and I must put my best foot forward, but it was just too much: 20 minutes of cardio, on top of another twenty minutes of machines – ups, downs, sits, stands, pulls, push- es…. sigh! Tired of this monotonous drill, I searched for other offers within the club, in which I wouldn’t have to with- stand too much physical exertion and pain, but just enough to sweat a little. My main goal was to lose weight and simultaneously enjoy the process enough to be consistent. Finding the activity that would bring that magical blend was the main issue. Power yoga? No, too much power and too little peace. Step-Ups? No, too much choreography to remember and not worth the stress. Bollywood? Good, but dreary, repeti- tive, and topped with an uninspiring mix of music. Weight lifting? No, recall I wanted to lose weight first? After a couple of weeks of exploring, I began doubting myself. There is an Urdu saying, “when you search for the
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