Sarah Soza’s high school graduation with her parents
For anyone who’s had the privilege of watching Sarah Soza perform, there is no doubt about her extraordinary talent and her passion for music. Many of her memories from Clairbourn relate to the music program, where she loved music class and loved playing for the school ensemble. Currently, Sarah is a first year student at the University of California, Irvine, majoring in music, with a specialization in viola performance. Originally a violin player, Sarah switched over to viola at the beginning of her senior year in high school.
If people—specifically children—were similar to computers, then giving them a quality education could be likened to a straightforward system of installing robust processing components, memory, and storage capacity as well as loading them with the right software, information input, and maybe even artificial intelligence necessary to turn them into problem-solving powerhouses.
But, when student are treated like computers to be “loaded,” and are shaped into impressive towers of narrowly-focused achievement, there is an associated risk of their tower crumbling to the ground when life gets difficult. In order to build a student that will withstand the challenges of life, there needs to be an ongoing, sincere investment in the qualities, habits, and connections that build true resilience and that will carry them through major challenges like the current COVID-19 pandemic.
Even though it would be simpler to function like computers, the truth is, we all have emotions that need to be managed. We all have a need for social connection that can’t be denied. We all need a sense of purpose that extends beyond our current talents. More importantly, we all need to cultivate a connection to a “Source” so we can find good ideas when we have exhausted our own efforts to handle a problem.
Now that Clairbourn School students are spending all of their time at home due to COVID-19 sheltering in place, many of our parents are feeling like full-time maids on top of their overwhelming normal responsibilities. Lack of help from family members in tidying-up can lead to a breakdown in morale among family members when some don’t do their fair share. But the good news is, learning to help is part of each student’s character education and it is part of building up their inner sense of purpose and value.
Dr. Robert Myers from the Child Development Institute published an insightful article last year called, “The Reason Children Should Do Chores is Because it’s Good for Them.” He wants parents to know that, “Giving children chores can make them feel wanted, teach important life skills, and help ease the workload for parents. Recent studies have found that giving children chores from an early age will help teach them work ethic, responsibility, self-reliance, and other vital life skills.”
Author Stephanie Simpson McLellan agrees in her article, “6 Ways to Get Kids to Help Out at Home,” and explains, “It just makes sense: If your kids contribute to the mess around the house, they should help tidy it up. Not so much for your sake, but for theirs. ‘One of the biggest problems children experience is that they don’t feel needed,’ says Maggie Reigh author of 9 Ways to Bring Out the Best in You & Your Child. To help kids mature into emotionally healthy adults, ‘they need to feel that their contribution matters,” she says. “Chores are a really tangible way to do that.’”
Don’t tie chores to earning an allowance because the reward should be praise for doing the right thing and contributing to the household.
Everyone knows, however, that asking kids to do chores can result in an endless pushback and nagging cycle that creates misery for everyone. The good news is, there is a way around this major pitfall. Start Slowly!
Janet Lehman’s article, “How to Get Kids to Do Chores Without an Argument” from the website EmpoweringParents.com advises, “Focus on one chore at a time: In order to change behaviors, don’t try to take on too many things at once. It will just overload both you and your child. Pick the most bothersome problem—let’s say it’s putting their dirty clothes in the hamper—and start there. This focus will help both you and your child set realistic expectations, follow-through, and ultimately succeed.”
She continues, “With younger kids, kids with ADHD or those who lack organizational skills, you may need to help them figure out how to approach a task. Some of their resistance to your nagging may have to do with their inability to know where and how to begin. Their room may be so messy and full of stuff that they really don’t know where to begin and simply give up. You can say, “Okay, let’s start with your dirty clothes, then your bed, then the floor…” and take it from there.”
Each family has a wonderful opportunity, while sheltering in place, to help students build the skills of domestic contribution and maintenance. They will be adding to their sense of family contribution and purpose and learn new skills in the process! Our rally cry can be, “Not One Sock Left Behind!”
Clairbourn School Provides Private School Education for Preschool, Kindergarten, Elementary School, and Middle School Grades | Serving Families in the Pasadena, California, Area and Surrounding Cities (K-12 Private Schools) Clairbourn is a 501(c)3 charitable organization. Click here to request information.
Alumna Mei-Tung Chen. Class of 2017, shares her thoughts on living in the moment.
Our wise and deep-thinking alumna Mei-Tung Chen, from the Class of 2017, is currently a junior at Flintridge Preparatory School. Not only is she passionate about math and science, but she is also huge fan of literature—an enthusiasm first nurtured at Clairbourn, where she regularly submitted short stories and poetry to the award-winning, student-produced, literary magazine Paw Prints. Her interest in writing is most evident in her role as the Editor-in-Chief of the satire literary magazine at Prep called The Yell at Prep.
New Clairbourn Trustee Debbie Chen with Chris Chen.
Current Clairbourn parent Debbie Chen has been an important presence on campus for all of the years her son and daughter, Matthew and Natalie, have attended. This is her 13th year as a Clairbourn parent. Natalie is currently in Grade 11 at Westridge and Matthew is in Grade 8 at Clairbourn. And now, Debbie has stepped into a whole different role as the school’s newest Trustee. In order to properly introduce her to the school community, we asked her to share the following information about her life, family, and qualifications:
Jeffrey Karsh, Class of 2002, is a Partner at a Real Estate Investment Firm
Meet Jeffrey Karsh, a partner at private real estate investment firm Typerion Partners in Los Angeles, and a graduate of the University of Pennsylvania. Jeffrey attended Clairbourn in the early 1990s, from preschool through sixth grade, before his family moved to Beverly Hills. Jeffrey recalls his time at Clairbourn as still “vivid” in his memory, where he recalls the teachers who inspired him and the friends he enjoyed and loved spending time with. Emily Coolidge, Class of 2012, interviewed Jeffrey to find out more about his cherished time at Clairbourn and how it helped boost his confidence in third grade as a top tennis player and influenced his further education. She also asked him what advice he has for those interested in a similar career path.
