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E4 Education ~â€"Wednesday, March 31, 1993 key issue facing this A?rovince's educational system is providing for the ever increasing educational, social and emotional needs of our students while being confronted by shrinking finanâ€" cial resources. Irene MceCauley Special to the Beaver The Halton Roman Catholic School Board is committed to meeting the needs of our students of all ages as they prepared to accept the challenges of tomorrow as active, independent learners and concerned participants in Halton and in the global marketplace. Effective partnerships with the home, school, church and business and labour enable the Board to proâ€" vide quality Catholic education through a diverse range of program offerings and learning experiences in our Catholic school communities. Today‘s educationâ€"tomorrow‘s future AN ALTERNATIVE FULLâ€"TIME SCHOOL A challenging learning environment stressing academic learning skills. Small class sizes and personal attention. FACILITIES: Before/After School Programme Extra Curricular Activities Jr. & Sr. Kindergarten Grades 1 to 13 (O.A.C.) For information & application please call: 40 Forest Avenue Mississauga (Lakeshore & Hwy. 10) Port Credit FEATURING: * Leaf Superstar â€" Doug Gilmour Don‘t Delay â€" "GOING FAST 2 Gymnasiums Auditorium Science Labs Computer Labs Outdoor Education Centre French from Jr. Kdgn. Music & Art Programme Transportation Available MENTOR KIRTON * Tom Fergus * Rob Zammuner (Vancouver Canucks) (Tampa Bay Lightning) 271â€"3393 Former NHL Player At the Glen Abbey Recreation Centre 1415 3rd Line N., Oakville MENTOR COLLEGE plus special guests! In our schools, students are learnâ€" ing problemâ€"solving techniques, not just to pass an exam, but those techâ€" niques which they will use for life â€" both their working and personal life. Students must be prepared to be workâ€" ers who are well organized and highly motivated, with the attitude that probâ€" lems are not stumbling blocks but opportunities to advance. Students learn to communicate and to relate with others through the network of friends and teachers which they develâ€" op at school. They are equipped in our school with the tools that will enable them to keep learning throughout life â€" through the organization and manâ€" agement of information and their desire to pursue further knowledge. \__ 844â€"1889 Students are provided with a sound foundation in the basic skills â€" readâ€" ing, writing and arithmetic â€" as well as, critical thinking and problemâ€"solvâ€" ing skills. Few will argue the quality of proâ€" grams firmly rooted in a Faithâ€"centred 7 t(# "4‘ ':M.A'rfl . | TrcSusetOrmiet | | 08 * A Je | were="" | 74 CA ‘ {? Ages 3 to 7 i 2 e .= "The source for your computing needs" UNIVERSAL @um& _. PROOUCTS Office Computer Supplies & Accessories The High Performance Computers from IBM The Perfect teaching aid to help children become better students Excellent Service & Support _ll_gar Onâ€"site Warranty & Help Line for Technical Support Ideal Computer System for the Whole Family Model 2133â€"E53 KIRTONS TWO, ONE WEEK SESSIONS: Universal Data Products Specializes In IBM PS/1 & * Age 4 to 14 * 80 minutes of ice time daily. * Low student instructor ratio * Complimentary Jersey * Stressing: Skating, team play, sportsmanship and fun in a well supervised learning atmosphere! * Championship game video taped and BBQ with the stars. COMPUTERS atmosphere that is the focus of our Catholic schools. Provincial test results, feedback from universities and community colleges, parents, employâ€" ers and other partners in education affirm the many successes achieved by our students and our teachers. The countless visitors from other contiâ€" nents, such as Asia and Europe, furâ€" ther attest to this quality. We are proud of the fact that our Board has been able to provide quality education in all areas of the curricuâ€" lum while maintaining per pupil costs at a reasonably low level, as Ministry of Education statistics will show. Our Catholic schools are not without their challenges however, and, certainly, staff are always eager to suggest improvements and be responâ€" sive to the everâ€"increasing parental and community needs. The numerous social issues that concern all of us are real life dramas for all the schools in Ontario on a daily basis. 323 Church St., Unit 18, Oakville We currently have almost 18,000 Come selection inminey spraar .‘ students at 35 schools throughout Halton, as the Board continues to grow and to meet the increasing demand for Catholic education in the region. Continued funding cutbacks by the provincial government and an inequitable provincial granting system despite mandated programs and serâ€" vices, coupled with new sources of expenditures, which we all have expeâ€" rienced, and the growing local demand for better facilities have necessitated a very tight, ongoing financial restraint program within the Board over the past few years. The actual cost of educating a student for one year in our Catholic schools is relâ€" atively low as compared to other eduâ€" cational alternatives. The Board conâ€" tinues to look for ways to keep expens.s down and to more efficiently utilize our existing resources in annuâ€" ally setting a reasonable and fiscally responsible budget, which is sensitive to our local Catholic ratepayers, who are experiencing the shift of the tax burden. The Halton community and its ratepayers have benefitted from the excellent coâ€"operation and collaboraâ€" tion that exists between its two Boards of Education. Many mutually advanâ€" tageous initiatives have, for a number of years, enriched the fabric of the community and provided for funding of programs that both Halton Boards have assessed to be of benefit. Initiatives such as the Joint Mental Health and the Better Bridges proâ€" grams, the Halton Information Network (HALINET), The Halton Industry Education Council (HIEC), municipal twinning programs with sister cities in Japan, joint audioâ€"visual distribution, joint transportation and scheduling, joint enrolment projecâ€" tions, joint development of Educational Charges Byâ€"laws, and the regional tendering of supplies and other services are considered to be models of coâ€"operation across the province. The two Boards joint liaison committee continues to explore avenues of increasing this level of coâ€" operation in order to achieve more efficient and costâ€"effective programs, while maintaining the integrity of It is clear that we each have a role to play in preparing the students of today not only with the basics but also with the expanded basics â€" critical and ty, skills to acquire new information and to use technology, flexibility, a HOCHEY SCHOOL TVE CR E BR KR EE & AP NR Sales Representative madiree fmie ole Home Office: (416) 847â€"8660 _ V 7Â¥ 7#X Country wide TOWN CENTRE REALTY INC. 280 North Service Road Oakville, Ontario, L6M 2582 | II Bus: (416) 338â€"6550 Independent] mFax: (416) 338â€"7452 " Member| > Broke SCHOOL Week #1 August 9â€"13, 1993 Week #2 August 16â€"20, 1993 For more information call: KIRTON‘S HOCKEY Mark Kirton the obvious choice solid work ethic and the entrepreneurial spirit, These skills are necessary so that our young people will be capable of competing in a global marketplace, adapting to new equipment, and leading successful lives in an environment of acceleratâ€" ing change. We appreciate the assistance of business and industry in providing alternative models and experiences for our students to learn, acquire these necessary skills and develop a real commitment to lifelong learning. By sharing in a particular organization‘s expertise, we further enhance and coâ€" ordinate our Coâ€"operative Education programs, work experience placeâ€" ments and other such partnership iniâ€" tiatives which expose our students to the challenges of business and indusâ€" try, to the leading edge of research and development, to the state of the art equipment, and to the anticipated skills needed to compete in the future Phonics or whole language? You be the judge of what works honics vs. Whole Language is a subject engendering much discusâ€" Psion these days. Many parents are demanding a return to the teaching of reading by phonics, while school board trustees and administrators are claiming their reading programs are effective. Teachers are often conâ€" fused and students are stuck in the middle. It may be possible to gain a clearer understanding of this matter by comparing the two approaches. Underlying the issue is the undeniable fact that there exists a structure and rules to the English language. For example, the letter "0" makes either a short sound such as in the word "pot", or a long sound such as in the word "boat". When the letter "a" follows "0", the long sound of "0" is conâ€" sistently produced. Thus, there is a code to our script. We can either reveal that code to our children through a phonics based approach to reading, or we can hide it from them, hoping they will stumble across it on their own. Some do; many do not. In fact, when we throw away phonics as the first and primary method of decoding and switch to the whole word (whole language) method, we are The whole language approach relies largely on "Discovery Learning" in its approach to teaching reading. That is, if children are exposed to printed words often enough, they will apply their intuition to discover the rules of the script. They need not, and should not, be formally taught these rules (some schools forbid teachers from telling kids that words are made up of letters which have specific sounds â€" it‘s a secret). Students who do not crack the code intuitively are often reduced to "word guessing". Through whole language, they have been trained to gain impressions of the whole word. Since they have not been taught to focus clearly on the specific parts of the word, such wholistic impressions are often very unclear. Thus, when they come across an unfamiliar word, they often get the first sound and then guess at the word â€" "economical" could just as easily become "enviâ€" ronmental." What else can one do who has not learned the phonetic rules of the script? R 844â€"4006 Aug. 9thâ€"13th Aug. 16thâ€"20th (See ‘Phonics‘ page 5) workplace driven by ‘information management‘. Our collective participation in new and creative ventures between busiâ€" ness, labour, industry and education, under the auspices of the Halton Industry Education Council, of which our Board was one of the founding members, will develop strong and interactive partnerships among all the shareholders of Halton‘s future. Such collaboration will make a significant difference in assisting all of the young people of Halton in their transition along the continuum from the world of education to the world of work or higher learning. Working together we can affect a more streamlined and effective utilizaâ€" tion of the available limited resources â€" financial and human â€" in better preparing Halton‘s workforce of tomorrow. Irene McCauley is chairperson of the Halton Roman Catholic Separate School Board.