Fruit is naturally low in calories, high in fiber, and loaded with crucial vitamins and minerals for healthy growth and development. How can you get your kids to eat more fruit? Telling a toddler it will help ease her constipation certainly won’t do the trick. And, the more you coax your children to eat something, the more they’ll push back. Here are some tips to use so that your children will eat veggies.

Set an example
Kids eat what they know, and they won’t ask for a special meal if they do not know it is an option. By far the best predictor of a child’s eating behavior is the eating patterns of her parents. If vegetables and healthy foods are relegated to an afterthought in your household, it’s tough to expect your kids to take to them.

Make food fun
Broccoli can be intimidating to a kid hoping for macaroni and cheese. But if he is a dinosaur who needs to eat five miniature trees in order to outrun a tyrannosaurus rex, suddenly those florets are a lot more interesting. Relating healthy food to fun things the child already loves and turning it into a game is a great way to get a few bites of greens down the hatch. Try making it more fun by inventing a child friend snacks or dishes.

Get them involved
Children are more invested in a meal if they help with its preparation. Taking your kids with you to the farmers market or grocery store and letting them pick one or two things to cook for dinner can make them far more excited to eat it later. Better yet, start a garden and teach them how to plant and harvest their own. Letting them to clean carrots, snap beans, mix the dressing and set the table gives them a sense of pride and makes them more enthusiastic and cooperative at meal time.

According to a research children who have initially rejected a food must be exposed to it at least 8-10 times for the food to be accepted. Many parents have had success with the “one bite rule,” requiring the child to try at least one solid mouthful of a rejected food whenever it is served. After enough exposures the food will be more familiar to the child and usually they begin to rate it more favorably.

Reward good behavior
On the other side of the coin, creating positive food experiences can decrease picky eating tendencies. Research has shown that rewarding a child for trying one bite of a rejected food with things like stickers makes it easier for them to try the food.

Offer diverse food colors

One thing you have working in your favor is that children like colorful foods. You can expose them to more colors by adding more vegetables to their plates. While adults tend to like flavors mingled together, children often prefer them separate.

Arrange food in patterns on the plate
Another reason to cook different vegetables separately is that children love when their food is designed into patterns on their plate. Unlike adults, who prefer foods clumped near each other in the center of the plate, kids like their food separated into piles around the perimeter. Try creating different shapes that is appealing to them



Students these days are total slackers and hard to motivate, that results to low grades and performance in school. Inspiring students requires creative techniques. It usually takes more than one creative method to keep a student motivated to learn and want to learn more. Here are some tips that might help you to encourage them.

Give your students a choice whenever possible.

Offering choices gives students a sense of control rather than feeling constantly directed. For example, you could give assignment themes and allow students to pick from them.

Inspire Them
Inspire students by introducing activities that relate to them. Incorporate popular culture, relevant news, and interesting or provocative themes into your curriculum. These are the things that students are comfortable and familiar with, so they will be more inclined to pay attention.

Do not be an enemy to them.
Do not dismiss what your students like to talk about as petty conversation. These are the topics which your students enjoy learning more about. If you try hard enough, you will likely recognize the value in these topics as well.

Know them
Teach at a level that is challenging and respectful to the intelligence of your students. If you give students assignments that are far too easy, they will likely tune out. Therefore, opt for levels that challenge a student. Just make sure that you don’t raise the level to one that your students find to achieve. Raise the expectation to a level just above their capability.

Recognize each one of them
This means you should consider criticisms and compliments equally. Students may be able to tell you ways that you’re teaching could be improved which you may not realize yourself. While the way in which they tell you may not always be respectful, try to consider what you can draw from the critiques, if anything. Take your students seriously. Teenagers will resent you if they can sense a condescending or pandering tone. Do not underestimate the importance of simply treating them like you would treat any other adult.

Be nice!
Be approachable so that students can feel comfortable enough to come to you with issues or concerns. Always be open so that they believe nothing they have to say is ridiculous. By doing this, students will be more inclined to let you know when they are feeling uninspired. And when this occurs, consider it a challenge for you to find a way to motivate your student.


Be sure that they understand you
Be sure your students understand why they are learning the material. Oftentimes, students feel a large disconnect between the material and the real world. In addition to teaching the material, teach how the material can apply to the real world both in the workforce and in everyday life. Try to avoid rote memorization of material. Students will respect the material if they can easily understand how it will be used in the future.

Do not over test the students
Tests and quizzes are an effective way to gauge the students’ understanding level, but they can also add unnecessary stress. Students will respond better, and feel more comfortable, in discussions. It is also important to remember that tests do not necessarily gauge the understanding level of every student. Some students simply do not test well, even if they understand the material.

Week In Review 16/17: Week 34

We wrapped up our 4th week of our 4th term this past week. I’ve been slowly writing up our WIR posts for previous weeks, but I’ve been horribly slow uploading photos & thus never end up posting anything. Thanks to each of you who asked how we were doing & told us you missed our posts. We actually considered closing up the blog, & for those who may be on the FB page will have noticed we closed that down. However, for now we’ll keep posting here, however sporadically as that may be.

It’s hard to imagine that we have 6 more weeks of our 2016/2017 year left & that our eldest will be moving into 10th. Where we live 10th is the end of the road for high school & then children move on to college. We’re choosing to follow the US educational standards for high school for a variety of reasons, the biggest being his choice in university at this stage. 

In order to keep with tradition we’re still considering a Leaver’s Dinner for him. Mr S think it would be a fun thing to put together, Morgan on the other hand is not quite so sure he’s been to a few & isn’t into the idea of dressing up much less a red carpet walk. Ha! I think he might have high expectations of what Mr S can pull off!

Our numbers will probably sound incredibly wonky as Jayde wrapped up Unit 10 in his level of HOD & Morgan wrapped up Week 32 in his Core. Ahh, the craziness of life here, especially when one student changes curriculum in the middle of a year. It’s been a great change for him & we’ll share in a seperate post about HOD in greater detail.

We’re still working through IEW’s SWI-B, not quite as quickly as I’d intended, but they are enjoying themselves & able to do the work independently which is exactly what we were after! They’ve both been able to apply the principles they’ve gained, thus far, in other writing assignments which is, again, exactly what we wanted! So, no complaints there.

Book 2 of Fix-It is a little different from Book 1 & there were some hiccups, where we need to pause & really focus on a few of the newer concepts. I love that Fix-It works in regular No New Concept weeks {ie Review} to allow for that. I did have one frustrated child because he wanted to mark everything in the sentences which isn’t the object in this particular book, but over all they are doing really well & the main goal was to keep their grammar skills fresh & touch base on anything they hadn’t quite learned yet which is exactly what Fix It has allowed us to do.

Morgan wrapped up Book 9 in HUS, leaving him with only 1 book left to go before he’s done. He’s moved at a great clip through this Core & he’s fully enjoyed all of his time with it. I’m excited for him to wrap it up & slip into his HOD programme, & am hopeful the learning curve won’t be too great for him, but we’ll see how it goes.

Jayden has officially reached the Middle Ages in Resurrection to Reformation & he’s totally in love with the time period. Not a huge surprise at all. We wrapped up The Illustrated Book Of Knights last week & jumped right into The Morning Start Of The Reformation. His notebooking pages all follow the same pattern so it’s reasonably predictable for him to know what to expect each week. However, a couple of weeks ago he got really excited about Draw & Write Through History in which means some days he also has a sketch to add to his notebook. We also wrapped up Much Ado About Nothing in his Shakespeare this week. 

Morgan wrapped up Module 14 in his Physical Science book, only 2 more modules to go before he wraps that one up for good. I always think of it as such an accomplishment to get through those books as they aren’t exactly light now, are they. He’s still using VHSG to take the quizzes & practice quizzes. We’ve had a few minor issues with that, but VHSG has been grateful for the corrections he’s pointed out to them. His labs have become pretty intense too, we’ve had him practice doing them a few different ways with this book so that he’s prepared for whatever may be ahead for him.

Jayden is still working through the first science book with Res to Rev, Apologia Astronomy. I’m not a huge fan of Fullbrights books because we don’t agree with the YE philosophy & I’m not particularly keen on the heavy bush these books have. However, we have found it quite simple to skip those small portions & still enjoy the book. He only has a couple of chapters left before he moves on to the biographies & other earth science books included. He’s pretty excited that he’s nearly finished the book, not because he hasn’t enjoyed it but because it’s just a big accomplishment.

Both boys are still moving along with math at a decent clip. Morgan works independently on his math & Mr S corrects if in the evening. Their math lessons on the weekend can last a short time or a long time depending on how incredibly nuts they go with things. Jayden still works with me on his math, for now, he’ll “level up” next book, or so the family pattern goes..

We dropped DuoLingo for French & returned to Rosetta Stone. It’s a bit of a boring story, but the reality is that DuoLingo went to a very video game based idea in which one couldn’t even finish a lesson due to running out of “life” or “coins” & was constantly giving us errors & asking for money ranging in price from $3 – $15 USD which was absurd. So we pulled our RS French back off the shelf, we’ve had issues with the speaking aspect of it before so I’m a little concerned about that aspect, but after getting use to the new method Morgan’s just kept charging along.

He’s been corresponding with a few native French speakers online to practice his skills & has done really well with it. Enough so that one asked if he was also French & was impressed to learn that Morgan was “just learning..” It really boosted his confidence, & why not!

We wrapped up our previous read aloud, Rush Revere & The American Revolution & haven’t picked anything else up to read yet. We have a few more books I’d like to read this {calendar} year, but we’ll see what happens. We also wrapped up our current poetry book, & likely won’t start a new one until September. I’m a bit of a twiddle about what to pick at this point, so we’ll see what unfolds.

Our local group has been on holidays for the past couple of weeks, so no social meet ups there or hockey either. We’ve enjoyed a couple of low key weeks in that aspect. These winter days can be cold & dark at times, so its’ nice to have a few low key ones to rug up & sty close to home with. We’re officially past the halfway mark with winter so we’re counting down to lighter mornings.



Having a hard time trying your child or your student to read? Reading is the foundation of all learning. So they need to fully understand it and love it. Try to make it a fun activity for your children. Here are some tips for you to easily teach your child to read and have their own vocabulary. Here are some areas that you can focus while they are developing their reading skills.
Effective reading instruction begins by ensuring that students have mastered phonemic awareness, which is the ability to identify, manipulate, and substitute phonemes the smallest units of sound. Phonemic awareness lays the groundwork for learning to associate individual sounds with written letters commonly known as phonics.

Phonics is an instructional method that associates written letters and letter combinations with the sounds of spoken language. Once letters are linked to sounds, they are no longer meaningless marks; they are the building blocks of words. Phonics strategies help students develop basic skills for decoding the words they read as well as spelling the words they write.

Fluency is the ability to read text accurately and quickly, either silently or orally. Researchers have found that fluent reading at the word level is established after an individual reads a word at least four times using accurate phonologic processing. Fluency is built word by word and is based on repeated, accurate sounding out of the word. Fluency is not established by “memorizing” what words look like but rather by developing correct neural-phonologic models of the word.

Vocabulary is an expandable, stored set of words that students know the meanings of and use. Vocabulary has both print and speech forms. Spoken vocabulary plays an important role in word recognition. Beginning readers use their spoken vocabulary to recognize words that they encounter in print. When students “sound out” a written word, they try to connect that word to a word in their spoken vocabulary.  If the word they are reading is not in their spoken vocabulary, that word will interrupt their reading. That new word must be learned, in both form and meaning, before it can be added to their vocabulary.

Reading comprehension is the ability to understand, remember, and communicate meaning from what has been read. Comprehension is the purpose and the goal of reading, but comprehension depends on students being able to access the text, which can only happen after they have already mastered certain phonemic awareness and phonics skills.



As a student, you’re probably already noticing how many universities you can choose from. So how on earth can you get through the pile of options and find the one for you? Here are some tips for students to find the right college for them. Look closely at the courses Although most universities will offer you the same subjects, their individual modules are likely to be very different. So while one university’s English degree involves teaching you nothing but Shakespeare, another could focus on just Harry Potter and Twilight. Curriculum Look for the schools that offer the right courses and facilities offered for the kinds of studies you want to undertake. If you’re not sure yet, look for a school with a broad-based liberal-arts program. If you want science, make sure they have up-to-date labs, computers and other facilities.   Location Decide where you want to go to college. If you need to live at home or just want to be near at your home or if you want to live in a big city with all its other attractions, limit your scope to that area. Look at the rankings Some universities will open more doors than others. If you’re looking for a prestigious school, or even just one that is really fantastic in a certain subject area, it’s a good idea to check out their rankings to find out who’s the cream of the crop and who should be at the bottom of your options. Size If you think you might be overwhelmed at a large university, look for a school with a smaller number of students. But remember, even at a larger school, after your first couple of years, classroom size gets smaller and you get to know the students in your major area of study. Sports and Activities A rich social life is an important part of college. Find out if the school you’re interested in has clubs or other organizations you can participate in. If you like big-time athletics, make sure your college has the teams in the sports you want to watch or intramural programs you can play in.

Ask other students Want to find out what the university is really like? Then there’s no one better to ask than current students – after all, they’re living it right now. They’ll be honest about what’s great, what sucks and whether it’s worth going to.

Cost Find out what the tuition, fees, room and board charges will be at your choices. You can also find out what the average student pays after financial assistance is factored in. The results can be surprising.