BC Parent 2015 Education Guide

education issue 2014www.bcparent.ca

2015 Education

Guide

Egg Freezing

PreventionBest Bullying

bcparent.ca • education issue 2014 3

Education Issue 2014Volume 23, Number 8

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Contributors: Mairi Campbell, Sandra Gordon,Carolyn Jabs, Malia Jacobson, Lara Krupicka,Erin McLaughlinBC Parent is published 8 times per year. The Publisher reserves the right to omit advertisingwhich is judged to be in poor taste or which doesnot conform to the concept of this publication. Canadian Publications Mail Registration No.251836

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4 Debunking the Top 5 Mythsabout Private Schools

6 Blurring the Homework LinesOne mom’s confession

8 The Best BullyingPrevention

10 Dropping a Nap without Drama

12 How to Party Healthy this Season

14 Egg FreezingCan it stop the biological clock?

17 Independent School Listings

22 Smart Kids, Smart Choices

4 bcparent.ca • education issue 2014

Myth or fact? Private schools are insularplaces only for the privileged. If that weretrue, U.S. President Barack Obama, his sis-

ter Maya Soetoro-Ng, and other notable alumni whowon scholarships may not have had the opportunityto get a solid private school education. With helpfrom education experts and industry leaders, we de -bunk the misconceptions about independent schools.

Myth #1: Private schools are only for the wealthy.FACT: Not just for the elite, a growing number ofCanadian independent schools are trying to attractthe best and brightest by beefing up their financialaid and scholarship programs.

“One of the top myths right now is that inde-pendent schools are not as accessible as they actuallyare,” says Anne-Marie Kee, executive director of theCanadian Accredited Independent Schools (CAIS),noting that millions of dollars in financial aid are dis-tributed to families each year. “I think it’s worthwhilefor parents to take time to inquire about really under-standing what the value is for the tuition and whatkind of financial assistance is available to familieseach year.”

Myth #2: All private schools are alike.FACT: Parents need to do their research to find thebest fit for their child because Canada has thousandsof independent schools—each one varying in character,philosophy, values, cultures, programs and missions.

“Not all schools are the same,” says Kee of CAIS.“Each school has an individual vision, mission andset of values, so it’s really valuable for parents to findout about the values of the school and if they’realigned with the values of the family to see if thatchild is going to be successful in that environment.”

Just because it’s an independent school doesn’tnecessarily mean any one will be right for your child,she adds. “Instead, parents really have to invest timein learning about the different schools and do theirhomework,” she says.

“The Vancouver Private School Expo is a greatplace to start” says Agnes Stawicki, managing editorwith Our Kids Media who publish the annual guideto the best private schools and host the PrivateSchool Expo. “In just one afternoon, families willgain the knowledge they need to make the rightschool choice for their kids.”

Myth #3: Teachers in private schools are not wellqualified and the schools are not accountable.FACT: In most provinces, private schools that receiveprovincial funds must hire only certified teachers,says Michael Zwaagstra, co-author of the book What’sWrong with Our Schools and How We Can Fix Them.Many schools have their own accountability systemsthrough a governance structure, such as a board.While not all independent schools across Canada arerequired to follow the government curriculum, manymeet or exceed provincial standards. How ever, there’s

Debunking the top 5 mythsabout private schools

By Erin McLaughlin

More private schools are opening theirdoors to studentsof diversebackgrounds,with most offeringscholarships,bursaries andfinancial aid.


Vancouver Private School Expo, Nov. 16thIf you are considering private school for yourchild, don’t miss the Our Kids Private SchoolExpo in Vancouver on November 16th,2014. Meet with leading schools, speak witheducation and financial consultants, andgain the knowledge you need to make aninformed decision about your child’s educa-tion. Everything you need to know, in justone afternoon. Family admission tickets areavailable at www.schoolexpo.ca.

Erin McLaughlin,Our Kids Guide to Private Schools, www.ourkids.net

a caveat for parents to do research on theschools; for example, membership to rep-utable associations that require schools tomeet certain standards is voluntary.

“In fact, most private schools are moreregulated than their public school counter-parts, which do not get inspected at all,”says Agnes Stawicki. “All independentschools, elementary and secondary, mustregularly submit to the toughest critics ofall—tuition-paying parents who will ‘votewith their feet’ if the educational quality isin question.”

Myth #4: Independent schools weakenpublic education.FACT: In all jurisdictions where govern-ments have financially supported schoolchoice, they have also retained their com-mitment to quality public education, saysBarb Bierman, Executive Director of the Ontario Federation of IndependentSchools.

“In North America, wherever provincesor states support school choice, 90 per cent(on average) of all students still attend public schools,” she adds. “There is a grow-

ing body of evidence which shows increas edlevels of student achievement and parentalsatisfaction in all schools, including public schools, when parents are truly freeto choose.”

Myth #5: Independent schools lack diversity and isolate themselves fromcommunities.FACT: More private schools are openingtheir doors to students of diverse back-grounds, with most offering scholarships,bursaries and financial aid.

“I’ve seen the involvement of studentsand I have the opinion that independentschools indeed participate in social respon-sibility leading to the public good,” saysPeter Froese, executive director of theFederation of Independent School Assoc -iations in Vancouver (FISA). “If you lookand track the graduates coming out of pri-vate schools, they are very much involved inthe political leadership of our province andour country, they are very much involved insocial services, and they are very muchinvolved in providing professional servicesto the community to sustain our society.”

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teachers about the workload. And sheturned down my suggestions to turn in anincomplete project.

I could see this wasn’t going to go wellwithout my intervention. I needed to trysomething different. Even as the conformistin me cried “foul,” I knew what I had to do.

I stopped rubbing and held out bothhands.

“Give me your homework,” I instructed.“And go get ready for bed.”

“But…” she started to protest. Then hershoulders slumped and she handed me thepencil and paper, and tucked the lap deskbeside her bed. She sleepily dragged herselfaway to the bathroom.

I can’t believe I’m doing this, I thoughtas I situated myself at her desk, armed withtwo coloured pencils. My children’s workwas their own. They earned their grades fairand square. And yet there I was about tonot only help, but actually complete a por-tion of my daughter’s homework. Or as itappeared to me, ‘busy work.’

Yet in that moment I also knew I wasbeing the best parent to her that I could.

During open house at my children’sschool I secretly cringe at my girls’handmade posters next to the proj-

ects with multi-colour graphs and computer-printed illustrations with neat, precisecaptions under each one. The creationswith my girls’ names on them look amateurin comparison.

But at least my kids complete their home-work independently, I think. It’s obvious anadult contributed more than a little to theseothers.

Okay, so I’ve always been a bit judgmen-tal of parents who insert themselves intotheir kids’ schoolwork. I’m a rule follower.It’s a matter of principle.

But I also have to admit: I once complet-ed my daughter’s homework for her myself.

It was 9 o’clock at night—past bedtimefor my seventh-grader. Yet her light remain -ed on. I poked my head around her door tosee her sitting on her bed, coloured pencilin hand, lips pursed.

“Why are you up?” I asked. I plunkedbeside her on the bed and looked down atthe page on her lap desk. Graph paper. She

was colouring it in a geometric pattern oforange and blue.

“It’s my math homework,” she replied.And then she looked up at me, tears pool-ing in her eyes. “I still have reading to do forlanguage arts,” she moaned. “And I have tofill this whole paper.”

I peered closer at the page. It was onlyhalf completed.

“What is this math homework about?” Iasked. “What are you supposed to be learn-ing?” Between sniffles she muttered aboutpatterning and trapezoids.

“Do you understand patterns and trape-zoids now?” I asked, rubbing my hand upand down on her back. She nodded.

It wasn’t the first time she stayed up lateworking on homework that year. Notbecause she was a slow worker or procrasti-nator (although she can be both at times)—but because often the work she got requiredintense amounts of manual effort—usuallylots of colouring, like this one. And it fre-quently resulted in her becoming over-whelmed and falling apart. But with eachone she rejected my offers to talk to her

Blurring theHomeworkLinesOne Mom’sConfession

by Lara Krupicka


This rebel mother had a cause—a biggerpicture of her daughter’s school perform-ance and what was in her best interest. Inmy mind I had to weigh which matteredmost: an assignment completed by a dili-gent child who the following day would bedrowsy and irritable (and not at all focusedin any class)? Or a project done with some“help” allowing the sleep-sensitive girl tohave a good night’s rest and a productiveschool day after?

Her previous objections to my offers forother kinds of assistance told me she waslearning about school and the importance ofowning her assignments and being conscien-tious. She also did well at grasping conceptsquickly. In this case I figured she didn’t needto colour 48 trapezoids when 24 would suf-fice. In my mind she had finished her home-work—enough to comprehend the lesson.

So I attacked the grid with vigor—foursquares across orange, then three blue, fourorange. I lost myself in the repetition of thework—more like colouring than math. Andnever mind that I lack artistic skill.Colouring like a seventh-grader was comingin handy, for once.

after that day. And I haven’t done anyoneelse’s homework since.

But I learned sometimes it’s better tobend the rules for the sake of the bigger pic-ture. And now I try not to judge parentswho contribute to their children’s school-work (at least not so much—there are rulesafter all). I just hope they won’t judge mykid’s projects for looking amateur.

Lara Krupicka is mom to three girls, ages 15, 13, and 10…which probably explains even more why she doesn’t do their home-work for them—who has the time?

I completed several rows before shereturned to the room in her pajamas, look-ing much more settled. I reassured her as Itucked her in that her math homeworkwould be ready in the morning and I wouldwake her early enough to finish her reading.

In the end the assignment was turned inon time and the reading got done. Even bet-ter, my daughter woke up relaxed and moreconfident about school than she had beenin weeks.

We never spoke of the colouring incident

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tween peers as drama rather than bullying.They seem to understand that bullying in -volves disproportionate power—a strongerperson picks on a weaker one preciselybecause he or she cannot fight back effec-tively. Research confirms that children are63% more likely to be bullied if they havedisabilities or perceived differences (such asbeing gay or overweight).

In situations which meet these three cri-teria, adults must intervene because bully-ing has lasting consequences for everyone

Bullying is a word that has almost lostits meaning because it’s been used sooften and under so many circum-

stances. That’s especially true online wherecyberbullying is used to describe almost anyinteraction that makes adults uncomfort-able from flaming, gossip and pranks toimpersonation, slander and threats.

In her new book, It’s Complicated, HannahBoyd points out that “the language of bul-lying often presumes that there’s a perpetra-tor and a victim. By focusing on blamingthe perpetrator and protecting the victim,well-intended adults often fail to recognizethe complexity of most conflicts.” She sug-gests that parents avoid using the term “bullying” unless behaviour meets three criteria identified by Swedish psychologistDan Olweus: Aggression: What’s the intent? Is the per-petrator trying to hurt or intimidate some-one? Sometimes behaviour that looks likebullying is actually a misguided attempt athumor or a response to stress. Repetition: What’s the frequency? Even thenicest people hurt others on occasion be -cause they are oblivious or under stress.Bullying involves repeating a behavioureven after the perpetrator understands thatit’s painful or damaging to another person. Imbalance: Who has the power? Youngpeople themselves often describe conflict be -

ual behaviour. Boys are more likely to par-ticipate in pranking—practical jokes thataren’t really funny—and punking whichconsists of insults and intimidation.

All of this happens offline too, butonline abuse has several unique features.Some people find it easier to be cruel whenthey don’t have to deal with consequencesdirectly. Also, online humiliation can bedeeper because there are so many witnessesand more long lasting because it’s difficultto eradicate cyber slurs. Online, the childwho is behaving poorly may feel there is norisk of punishment, and the child who istormented may feel there is no escape.

Parents are the ones who have to consis-tently reinforce two messages: 1) Cruel beha -viour is always unacceptable. 2) In difficultcircumstances, healthy people stay focusedon what they can control. Boyd recom-mends Social Emotional Learning as one ofthe best ways to protect a child from beingbullied or becoming a bully. Kids whodevelop these five capacities are less likely totake out their feelings on others and lesslikely to become targets. Self Awareness: Help your children recog-nize and reflect on their own feelings. Justknowing that he or she feels angry or sad,frustrated or vulnerable gives a child moreoptions. Self Management: Children aren’t born

Prevention

By Carolyn Jabs

involved. Research shows that children whoare bullied tend to be lonely anxious anddepressed. Children who become bullies arealso likely to have underlying social andemotional problems that interfere withhealthy relationships. Even children who wit -ness aggression are vulnerable to emotionaldistress and anxiety.

Of course, Boyd acknowledges that on -line interactions which fall short of bullyingcan still be hurtful. Girls are more likely toparticipate in and be wounded by gossipand rumors especially about looks and sex-

When parents cultivate their own social and emotional skills,

home becomes a sanctuary.

The Bullying best

How developing SocialEmotional skills can protect your child from bullying andbecoming a bully.


with self control. They need help in learninghow to insert thought between feeling andaction. Children who can’t manage theirimpulses are more likely to lash out in re -sponse to provocation or stress. A child whois able to calm himself and think through aproblem is less likely to say or do cruel thingsand less likely to trigger hostility in others. Social Awareness: Teaching kids to be tol-erant is one of the best ways to preventaggression. From an early age, encourageyour children to be respectful, tolerant andeven curious about people who are differentin appearance, abilities, point of view orcultural background. Relationship Skills: Research suggests thatchildren are less likely to be unkind to oth-ers when they have high quality friendships.Some kids make friends easily but othersneed coaching. For good advice about help-ing kids develop strong friendships, see thearticle at Parenting Science (www.parent-ingscience.com/kids-make-friends.html).Decision Making: If a child is miserablebecause of what others are doing, the mostempowering thing a parent can do is helpher refocus on what she can do. Althoughretaliating in kind is tempting, it’s rarely themost effective strategy. Instead, help yourchild think through different ways ofresponding to aggression. Sometimes thebest option is to redirect attention to what’spositive—the many “likes” instead of theone snarky comment. In other cases, it maymake sense to limit contact with peoplewho behave poorly by using the controlsavailable in most social networks or byswitching to a network like WeHeartItwhere users collect and share things thatinspire them without getting commentsfrom other people. (Other good suggestionsare available at endcyberbullying.squarespace.com/what-to-do-if-youre-a-victim.

Important as it is to talk about theseideas, children benefit more when parentsembody them. When parents cultivate theirown social and emotional skills, homebecomes a sanctuary. Then, if your kidsencounter aggression and cruelty online oranywhere else, they’ll know they can turn to you for compassion, insight, respect,strength, and strategy.

Carolyn Jabs, M.A., raised three computer savvy kids includ-ing one with special needs. She has been writing Growing UpOnline for ten years and is working on a book about constructiveresponses to conflict. Visit www.growing-up-online.com to readother columns.


The good news? A little knowledge goesa long way. Read on.

Ready or not?The first step toward a successful transitionis determining whether your child is ready.Generally, a tot who can stay awake happilyfor four hours or longer during the day isready. Nearly all one-year-olds will drop themorning nap before they turn two, mostduring the second half of the second year.

In Healthy Sleep Habits, Happy Child,Marc Weissbluth, M.D., reports that only17 percent of twelve-month-olds have a sin-gle nap. By 15 months, the number is 56percent. By twenty-four months, 95 percentof toddlers have transitioned to a single nap.

Don’t rush the transition; your baby willlikely skip a nap or two long before she’sready to join the ranks of single-nappers.The key to determining if she’s ready toswitch lies in consistency. If she bucks a nap

T he move from two daytime naps to asingle afternoon nap is a hallmark oftoddlerhood, but it’s fraught with

confusion for parents. Your tot knows whenhe’s ready to transition to a single nap, butwith decidedly limited verbal capabilities,he can’t easily clue you in.

Instead, he cries and fights naptime, wakesup tired after a too-short nap, or skips themaltogether. Even worse, diminished day sleepmay leave him so overtired that he sleepsrestlessly and wakes at night. The result: acranky toddler with exhausted parents.

Unfortunately, there’s no quick fix.According to Raj Kakar, M.D., board-certified sleep specialist and medical direc-tor of the Dallas Center for Sleep Disorders,it can take months to arrive at a comfort-able one-nap routine. Until then, your childis in limbo. Two naps, and he’s bouncing offthe walls at bedtime; one nap, and he’s friedby sundown.

every day for a week, then she’s probablyready for fewer daytime siestas.

Gear up to step downDuring the transition, keep your eyes onthe prize: a single nap in the afternoon isyour goal. Older toddlers’ circadian rhythmsare geared toward an afternoon siesta—ithelps them prepare for a pleasant evening,an easy bedtime, and a restful night. But asany parent knows, toddlers can be uncoop-erative. They frequently take a late-morningnap without complaint and skip the criticalafternoon nap. This lands them smack-dabin the middle of meltdown city by earlyevening.

When your child shows signs of drop-ping a nap, make sure the morning snooze isthe one to go. Gradually decrease the lengthof the morning nap by 15 minutes every fewdays to preserve the afternoon nap.

Dropping a nap without drama The road to a single afternoon nap can be bumpy—let us lead the way.By Malia Jacobson


often means your child will require an earli-er bedtime to compensate for lost sleep dur-ing the day.

Be prepared to spend extra time windingdown your extra-tired tot before his singlenap and at bedtime. This is a great time toestablish a naptime routine if you don’t

can disrupt the afternoon nap; a ten-minutesnooze during a midmorning car trip maybe enough to render your child naplesscome afternoon. Once a single midday napis established, incorporate some morningquiet time, but be careful to preserve hisafternoon rest.

Above all, don’t expect an overnightchange. It’s usually a slow transition overweeks or months. “Most children take 3 to4 months to fully make the switch,” notesDr. Kakar.

Look out, world!While you might miss the morning break,there are perks to parenting a single-napper.“It’s liberating—fewer naps to workaround!” says Yarbro. Kids are often so tiredby the time their single nap arrives that theygo down quickly and sleep for a longerstretch. Even better, you now have the en -tire morning free to explore the world withyour little dynamo.

Malia Jacobson is an award-winning health and parentingjournalist and mom of three. Her latest book is Sleep Tight, EveryNight: Helping Toddlers and Preschoolers Sleep Well WithoutTears, Tricks, or Tirades.

Going, going, goneEven with a shortened morning snooze,many tots will persist in skipping the after-noon nap. In this case, Dr. Weissbluth suggests making the morning nap 10 to 20minutes later each day until it occurs atmidday. If your little one is falling asleepduring dinner, try alternating two-nap dayswith one-nap days until she can get by on asingle snooze, or offer a short catnap in thelate afternoon.

Kathleen Yarbro of Spokane, Washingston,used this technique to help her daughterBethany make the switch. “I pushed the a.m.nap later and let her sleep as long as sheneeded. Then she took a short catnap in thelate afternoon until she could make it all theway to bedtime without one,” she explains.

Taking care of business, working overtiredDuring the transition to a single nap, yourchild might need an ultra-early bedtime tocompensate for extra tiredness. Contrary topopular belief, dropping a nap doesn’t meanyour child needs less sleep overall. Toddlersneed between 12 to 14 hours of sleep untilaround age three, so fewer daytime naps

already have one. “It’s important to createrecognizable ritual that the child associateswith sleep,” says. Dr. Kakar. “This makesthe transition from two naps to one napeasier.”

Beware the nap echoAfter your child has made the switch, shemay feel the pull of a morning nap formonths. Tiny doses of morning slumber

If he bucks a nap every day for a week, then he’sprobably ready for fewer

daytime siestas.

Busy life? Have BC Parent delivered to your inbox.Visit www.bcparent.ca to subscribe.

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Still, the holidays don’t have to be a big issue. To survive the season and be yondwith your waistline intact, party healthy,not hearty. The key is developing strate -gies that keep your portions—and yourappetite—under control. These temptation-taming tactics can help.

D uring the holidays, food isn’t justfood. It’s a delicious experienceloaded with tradition and temp-

tation. But if you’re not careful, in theweeks between Thanksgiving and NewYear’s, the indulgent delights of stuffing,mashed potatoes, pumpkin pie and eggnogcan become the harsh reality extra pounds.

The good news? A study by the NationalInstitutes of Health concluded that, on aver-age, most of us gain only about one poundbetween mid-November and mid-January.It doesn’t sound like much until you consid-er that an extra holiday pound doesn’t typi-cally melt away after the ball drops in TimesSquare. Instead, it’s a catalyst. Studies showthat holiday weight gain is a major contrib-utor to weight gain throughout the year.

Plus, the one-pound holiday weight sur-plus is an average. “In my experience, thereare plenty of people who gain six to eightpounds,” says Linda Spangle, a weight-losscounselor and author of 100 Days of Weight Loss.

yogurt before leaving home. A solid snackwill keep you from pouncing on the bowl ofnuts or potato chips as soon as you arrive.Cook in your skinny jeans. If you’re doingthe cooking for the party, slip into some-thing less comfortable while you’re workingaway in the kitchen. Tight clothing willhelp you aware of your waistline and curbthe urge to nibble. If you’re wearing anapron, tie it snugly.Prevent a test fest. If you’re preparing adish you’ve never made before, go aheadand taste along the way. But use a teaspoonand sip water frequently to cleanse yourpalate. If you’re making a repeat recipe,there’s no need to taste test. Pop in a stick ofgum to curb the urge to nibble.Use delay tactics. When you arrive at aparty or family gathering and it’s time fordrinks and appetizers, have a glass of seltzer,seltzer mixed with fruit juice or diet soda.Hold off on the hors d’oeuvres and cock-tails for a while and mingle without any-thing. “The longer you put off eating and

How to PartyHealthy this Season

By Sandra Gordon

Have a game plan. “For several daysbefore a holiday party, cut back on both fatand calories,” says Riska Platt, RD, a nutri-tion consultant for the Cardiac Rehabilita -tion Center at Mount Sinai Medical Centerin New York City. That way, you’ll be ableto eat a little more without worrying aboutit. But never arrive at your celebration starv-ing, or you’ll overeat. Instead, have a pieceof fruit, a small salad or a cup of low-fat

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By doing so, “you’ll intuitively limit yourchoices, while focusing on your favoritefoods so you don’t feel deprived,” he says.

In one study Wansink conducted, par-ticipants who followed that guideline endedup eating 36 percent less over the course ofan evening compared to those who didn’t.At sit-down dinners, use a different strate-gy: Go ahead and fill three-quarters of yourplate with healthy, lower-calorie options,such as salads, grain dishes and vegetables,and reserve the remaining quarter of yourplate for anything you want, whether or notit’s low calorie. Then savor each and everybite.Beware of seconds. Another helping ofmashed potatoes (110 calories), a slice ofturkey breast (120) and a narrow sliver ofpecan pie (215) don’t seem like much. Butdo the math and you’ll discover that “just alittle but more” can easily add up to morethan 440 calories and about 14 grams of fat.To tame temptation, take a 20-minute int -ermission. Have a cup of tea, or hang out inthe living room away from the holidayspread, to see if the urge to refill your platepasses.

drinking alcohol, the less time you’ll have to overindulge,” says Cathy Nonas, RD,author of Outwit Your Weight. Moreover,research shows that consuming alcohol andhigh-fat appetizers may cause you to eatmore during the main course.

To avoid feeling deprived and pressuredto partake, pour your seltzer, juice spritzeror diet soda in a wine or high-ball glass.“No one will know you’re having a com-pletely low-damage drink,” Spangle says. Ifothers offer you food or pressure you toindulge, avoid saying: “No thank you. I’mwatching my weight.” “That will draw you into uncomfortable conversations aboutwhy you really shouldn’t be a party pooper,”Spangle says. A better idea: Repeat thiscomeback: “Not just yet. I’m going to waita little while.” “It’s a magical line, one thatmost people won’t challenge,” Spangle says.Limit your choices. At holiday parties with an appetizer or buffet spread, “Followthe rule of two,” says Brian Wansink, Ph.D.,director of the food and brand lab atCornell University and author of Slim byDesign. That is, don’t put more than twofoods on your plate at any given time.

Stash leftovers out of sight. On your holiday dinner is over, store leftover turkey,stuffing, mashed potatoes and the like inopaque containers. Or, “wrap leftovers inaluminum foil, not plastic wrap,” saysGerald J. Musante, Ph.D., author of TheStructure House Weight Loss Plan. We’re allon a see-food diet. The mere sight of foodcan stimulate your appetite and cue you toeat when you didn’t plan to, he says. By hid-ing food in plain sight, you won’t be con-stantly tempted every time you open therefrigerator.Exercise daily. Throughout the holidayseason, squeeze in exercise every day, even ifmeans just putting in a 20-minute yogaDVD after the kids have gone to bed.Working out quells your stress level, boostsmetabolism and provides a feeling of well-being that can fuel your resolve to eathealthy. “When you exercise consistently,you’re less likely to say, ‘Oh, forget about it.I’m just going to pig-out tonight,’” Spanglesays.

Sandra Gordon is an award-winning freelance writer whodelivers expert advice and the latest developments in health, nutri-tion, parenting and consumer issues.

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604 925 [email protected]

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of women having a first birth in Canada is 30 years of age and 24%of all births are to women over 35.

Not only does the quantity of eggs decline as a woman ages butthe quality declines as well. Poor egg quality leads to a higher rateof infertility, more frequent miscarriages, and a greater risk of chro-

mosomal disorders in the offspring“I see women in their late 30’s and early

40’s who exercise, eat well and look young fortheir age and they can’t understand why theyare having trouble getting pregnant,” says DrNakhuda. “The fact is that 40 is not the new30 when it comes to fertility. Your eggs areexactly as old as you are. This is why Olive cre-ated a video explaining egg freezing. We want

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The first is women suffering from cancer or some other disease

Egg Freezing Can it stop the biological clock? By Mairi Campbell

A recent study in the medical journal Lancet suggests that allwomen in their 20’s or 30’s should have the chance to freezetheir egg should they want to conceive later in life. Olive

Fertility Centre has been seeing a growing number of youngerwomen—some who already have one child—who want to freezetheir eggs with the hope that they could usethem in the future. A few years ago this optionwouldn’t have been available as eggs usuallydidn’t survive the thawing process.

According to Dr Gary Nakhuda, a fertilityspecialist at Olive Fertility, a new techniquecalled vitrification has changed everything“With vitrification the eggs are frozen soquickly that damaging ice crystals don’t get achance to form. This makes them much more likely to survivethawing at a later date.”

A 2012 Stats Canada study shows that infertility rates in Canadahave almost doubled in the last two decades. This is, in part, due tothe fact that women are starting their families later. The average age

The fact is that 40 is not the new 30

when it comes to fertility.


where their treatment might lead to them becoming infertilebecause of chemotherapy or surgery. For these patients freezingtheir eggs before they have treatment gives them a chance at havinga child after they have overcome their disease.

The second tends to be women in their late 20’s or early to mid30’s who know that they want to have children somewhere downthe line, but may not have a partner and aren’t at a point in theirlives where they are ready to have a child. These are often educatedcareer women who are aware of their biological clock and want tobe proactive about preserving their fertility.

“Egg freezing should not be considered a sure thing,” cautionsDr Nakhuda. “Unfortunately, even freezing numerous eggs cannotguarantee that a healthy pregnancy will always be possible.However, recent evidence suggests the success of egg freezing is nowon par with traditional IVF, and is especially favourable in womenunder 37.”

The process begins in exactly the same way as traditional IVF,which involves injecting medications that stimulate egg develop-ment to the point they can be harvested. However, instead of fertil-izing the eggs with sperm, they are frozen unfertilized and storeduntil a woman is ready to conceive sometime in the future. At thatpoint, the eggs are thawed and fertilized to hopefully result in viableembryos that can then be transferred into the uterus.

While egg freezing does not offer any guarantees it may providewomen with some peace of mind in delaying childbearing withoutfeeling overwhelmed by the ticking of their biological clock.

LITTLE SMILES DENTAL CENTRE

Dr. Jong Hyun BanDDS, FRCD(C)

Certified Specialist inPediatric Dentistry

3770 West 10th AveVancouver, BC

Let your child’s dental visit be a positive experience.

Prevention andmaintenance of good

oral health is our focus.

www.thelittlesmiles.com (604) 222-2206

Pre-School, Junior Kindergarten & KindergartenCelebrating Over 25 years of

Montessori Teaching in the Community

OUR ENRICHED MONTESSORI CURRICULUM INCLUDES:

The Phonetic approach to Reading & Writing, Mathematics, Geography,

Science, Music, Art, French, Yoga and a variety of Cultural subjects.

Children are required to wear school uniforms.

We offer 2-1/2 hour and 3-1/2 hour programs for 2-1/2 to 5 year olds as well as an Extended day program for 5 year olds.

Private English Tutoring, Phonics & ConversationalTutoring and French Tutoring are also offered.

1296 W 67TH AVENUEVANCOUVER, BC V6P 2T2

FOR AN APPOINTMENT PLEASE CALL

TEL: 604-266-1091EMAIL: bilingualmontessori@hotmail.comwww.marpolebilingualmontessori.com

MarpoleBilingual

Montessori(Est. 1985)


Bodwell High School and Bodwell Academy co-ed 8–12 17 200 / 160 / 360 8,200 (local)955 Harbourside Drive, North Vancouver, BC 11,200 (international)604-924-5056; www.bodwell.edu/highschool/

Brockton School co-ed K–12 20 150 14,140–15,6853467 Duval Rd., North Vancouver, BC604-929-9201; www.brocktonschool.com

Brentwood College School co-ed 9–12 17 76 / 392 / 468 22,500 (day)2735 Mt. Baker Road, Mill Bay, BC 42,000 (boarding)250-743-5521; www.brentwood.bc.ca

Children’s Hearing & Speech Centre of BC co-ed PS–2 6–8 28 rate varies 3575 Kaslo St., Vancouver, BC per program604-437-0255; www.childrenshearing.ca

Choice School co-ed K–7 16 n/a 12,99520451 Westminster Hwy, Richmond, BCwww.choiceschool.org

Collingwood School co-ed JK–12 15–20 1265 9,000–22,00070 Morven Drive, West Vancouver, BC604-925-3331; www.collingwood.org

Core Education & Fine Arts (cefa) co-ed JK & cefababy 12–16 8–20 8,340–18,720Abbotsford, Burnaby (2 locations), Langley,New Westminster, North Vancouver, Richmond,Vancouver, West Vancouver, White Rock604-708-2332; www.cefa.ca

Crofton House girls JK–12 18–20 850 18,3603200 West 41st Ave., Vancouver, BC604-263-3255; www.croftonhouse.ca

The French International Cousteau School of Vancouver co-ed PS–7 15 127 7,300–8,750 3637 Fromme Rd., North Vancouver, BC604-924-2457; www.cousteauschool.org

Student EnrollmentSchool Name Gender Grades Class size Day/Boarding/Total Cost per Year

independentschool listings


independent school listings


Fraser Academy co-ed 1–12 Max. 10 220 27,2502294 W. 10th Ave., Vancouver BC604-736-5575; www.fraser-academy.bc.ca

Fraser Valley Elementary School co-ed K–1 18 48 approx 23,98020317 67 Ave., Langley, BC (tax receipts604-533-5469; www.fves.bc.ca issued)

Kenneth Gordon Maplewood School co-ed 1–11 15–18 170 20,950420 Seymour River Place, North Vancouver, BC604 985-5224; www.kgms.ca

Le Conseil Solaire Francophone de la C-B co-ed K–12 Varies n/a n/a(SD No. 93, publicly funded French-language program)180-10200 Shellbridge Way, Richmond, BC; www.csf.bc.ca

Madrona School Society co-ed 1–7 4–14 54 16,000#215 2678 Broadway St. W Vancouver, BC604-499-7303; www.madronaschool.com

Marpole Bilingual Montessori School co-ed PS–K 20 80 n/a1296 West 67th Ave, Vancouver, BC604-266-1091:www.marpolebilingualmontessori.com

Meadow Montessori Elementary & Preschool co-ed PS–6 20 39 2,550–5,50011391 Dartford Street Maple Ridge, BC604-465-3492; www.meadowmontessori.ca

Meadowridge School co-ed JK–12 20 528 17,50012224 - 240th Street, Maple Ridge, BC604-467-4444; www.meadowridge.bc.ca

Now is the Time to Enroll! �� Outstanding Academic

Achievement �� Small Class Sizes

�� Arts Infused Core Academics �� Linking Learning To Real Life

101 Third St., New Westminster www.urbanacademy.ca

Open HousesOct. 25, 10:00am - Jr. & Sr. KindergartenNov. 01, 10:00am - Grade 6 & Grade 8

We educate girls for life croftonhouse.ca/welcome



�

www.westsidemontessoriacademy.ca 3075 Slocan Street, Vancouver

604 434 9611

Offering Lower and Upper Elementary classes

� Enriched Curriculum � Small class sizes� Multi age groupings

“One test of the correctness of educational procedure is the happiness of the child.”– DR. M. MONTESSORI

�Limited space available in Kindergarten for the 2014/2015 school year.

Le français au CSF, c’est bien plus qu’une langue !

Inscrivez votre enfant dans une des écoles publiques du CSF ! Depuis sa création en 1995, le Conseil scolaire francophone de la Colombie-Britannique offre des programmes et des services éducatifs valorisant le plein épanouissement et l’identité culturelle des apprenantes et apprenants francophones de la province. Le conseil compte aujourd’hui plus de 4 700 élèves, 37 écoles publiques et dessert plus d’une centaine de communautés réparties dans l’ensemble de la province.

▪ programme d’enseignement public de la maternelle à la 12e année;▪ services à la petite enfance;▪ service de transport scolaire;▪ programme d’anglais de qualité;

▪ haut niveau de réussite scolaire; ▪ portables pour tous;▪ programmes de musique, théâtre.




Mulgrave School co-ed PreK–12 20 840 5,000–16,3002330 Cypress Bowl Lane, West Vancouver, BC604-922-3223; www.mulgrave.com

North Star Montessori co-ed PS–7 varies 80 n/a1325 East Keith Road, North Vancouver, BC604-980-1205www.northstarmontessori.ca

Pacific Rim Montessori Academy co-ed PS–7 20 n/a 4,250–7,000Vancouver, Richmond BC604-726-8428; www.pacificrimmontessori.com

Pacific Spirit School co-ed K–8 14 n/a 6,0004196 W. 4th Ave., Vancouver, BC604-222-1900; www.pacificspiritschool.org

Richmond Jewish Day School co-ed K–7 15–20 80 Contact us 8760 No. 5 Rd., Richmond, BC for cost604-275-3393; www.rjds.ca

St. George’s School boys 1–12 20 1040 / 120 / 1160 18,995 (BC: Day-Junior)4175 West 29th Ave., Vancouver, BC 21,355 (BC: Day-Senior)604-221-3890 43,000 (BC: Boarding)www.stgeorges.bc.ca 55,500 (Intl.: Boarding)

St. John’s School co-ed JK–12 14–22 554 14,950–19,7752215 W. 10th Ave, Vancouver, BC V6K 2J1604-732-4434 / 604-629-2458www.stjohns.bc.ca




St. John’s International School co-ed 10–12 15 100 13,500–14,400 300 - 1885 W. Broadway, Vancouver, BC with ESL program (3 terms)604-683-4572; www.stjohnsis.com

St. Margaret’s School girls ECE–12 15 237/103/340 Please contact 1080 Lucas Ave., Victoria, BC Admissions Office250-479-7171; www.stmarg.ca

St. Michaels University School co-ed K–12 (day) 18 680/238/918 15,939–19,790 (day)3400 Richmond Road, Victoria, BC 8–12 (boarding) 43,630250-370-6170 www.smus.bc.ca 8–10 (ESL) (BC: boarding)

SelfDesign Learning CommunitySchool District 008-Kootenay Lake co-ed K–9 N/A 1500 No chargePO Box 74560, Kitsilano RPO, Vancouver, BC604-224-3663; www.selfdesign.org

Shawnigan Lake School co-ed 8–12 15 58/387/445 18,800 (day)1975 Renfrew Rd., Shawnigan Lake, BC 34,900 (boarding)250-743-5516; www.shawnigan.ca (BC Students)

Southpointe Academy co-ed PS–12 15–20 460 7,000–9,9001741 - 56th Street, Tsawwassen, BC604-948-8826; www.southpointeacademy.ca

Stratford Hall co-ed K–12 16–22 490 15,225–17,9003000 Commercial Drive, Vancouver, BC604-436-0608; www.stratfordhall.ca

Traditional Learning Academy co-ed K–12 14 176 1,750–3,3501189 Rochester Ave., Coquitlam, BC 604-931-7265: www.traditionallearning.com

Urban Academy co-ed JK–12 10–18 140 6,680–12,997101 Third Street, New Westminster, BC varies by grade604-524-2211; www.urbanacademy.ca

Vancouver College boys K–12 20–32 1,065 6,3005400 Cartier Street, Vancouver, BC604-261-4285; www.vc.bc.ca

Vancouver Montessori School co-ed PS–7 20 225 5,500–8,5008650 Barnard Street, Vancouver, BC604-261-0315; www.vancouvermontessorischool.com

Vancouver Hebrew Academy co ed PS–7 12 5,000 (Preschool) 1545 W. 62nd Ave, Vancouver, BC 10,200 (K–7) 604-266-1245; www.vhebrewacademy.com

Visit www.bcparent.caRead our new blogs… catch up on past issues… enter our contests and find out about great familyevents in the Lower Mainland.

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Vancouver Talmud Torah co-ed PS–7 18–22 485 8,000–10,000 998 West 26th Ave., Vancouver, BC (subsidies available)604-736-7307; www.talmudtorah.com

Vancouver Waldorf School co-ed PS–12 20–30 300 3,420–11,6702725 St. Christophers Road, N. Vancouver, BC (subsidies available)604-985-7435; www.vws.ca

West Point Grey Academy co-ed JK–12 22 940 13,000–18,4004125 West 8th Avenue Vancouver, BC604-222-8750; www.wpga.ca

Westside Montessori Academy co-ed PS–4 16 (elem) 85 4,750 (preschool)3075 Slocan St., Vancouver, BC 25 (pre) 8,650 (grades 1–4)604-434-9611www.westsidemontessoriacademy.ca

Westside Montessori School (WMS) co-ed PS–K 20 80 6,000 (preschool) 4157 Oak Street, Vancouver, BC V6H 2N1 7,500 (kindergarten) 604-731-6594 13,500 (extended www.westsidemontessori.ca day kindergarten)

York House School girls JK–12 16–20 656 18,200–18,9004176 Alexandra St., Vancouver, BC3274 East Boulevard, Vancouver, BC604-736-6551www.yorkhouse.ca

Note: Information provided is accurate at time of printing. Categories such as class size and cost are in many cases averages. Contact each school to confirm information.

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Limited spaces still available for SY 2014-15Accepting Wait List Applications for SY 2015-16

VANCOUVER BILINGUAL PRESCHOOL949 West 49th Avenue (at Oak St.)Vancouver, BC V5Z 2T1Phone/Fax: 604.261.1221

GIVE YOUR CHILD THE GIFT OF A SECOND LANGUAGE

The ability to learn languages is highest between birth and age 6. Our French-English preschool program maximizes a child’s natural curiosity and ability to learn a second language during this important window of opportunity.

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CELEBRATING OVER 50 YEARS OF EXCELLENCE


discuss the impact of daily decisions withyour child. When something doesn’t workout the way you’d hoped, talk through whatyou might have done differently in age-appropriate language; for example, “Mommydecided to sleep later this morning, andnow I’m sad because I missed my daily run.”

H elping kids learn to make goodchoices is a powerful way to fosterfuture success. We beam with parental

pride when our toddler chooses to share atoy, or when our teen swaps candy for fruit.But how can we help raise kids who makegood choices when we’re not around? Allkids make questionable decisions from timeto time, says family therapist Michelle P.Maid enberg, PhD, president of WestchesterGroup Works in Harrison, New York. Butparents can help set kids on the path towardmaking better choices, for life. Read on forage-by-age strategies for supporting strongdecision-making skills, from toddlerhoodthrough the teen years.

Toddler/Preschool 2–5: Message MagicBeware constantly warning your tot to becareful or swooping in to hurriedly completea task he’s trying to accomplish himself.Parents should tune into subliminal mes-sages they may be sending to their child, saysMaidenberg. “By always cautioning againstrisk or doing things on his behalf, you maybe communicating that he isn’t capable ortrustworthy and can’t make good decisionsindependently.” Parents also send importantmessages through their own actions.

Model effective problem-solving skillsand sound decision making in your own lifeto impart these skills to kids. If you tend toprocrastinate, flip flop between choices, orwallow in disorganization, your child mayfollow suit. Make a habit of sticking to yourplans and seeing your choices through, and

Sophia didn’t go hungry; she decided toask her classmates if they had anything theycould share. “One shared his apple slicesand another had an extra granola bar. Shewas so proud she was able to find a solutionall by herself,” says Gates. “And she neverforgot her lunch again.”

Teen Years 13–18: Fear factorJuggling college applications, summer jobs,and relationships brings on a boatload ofdecisions for teens, along with a possible fearof failure. A teen who procrastinates andseems to avoid big decision may be afraid tofail. If your teen seems to drag her feet withdecisions, talk to her about her fears, saysMaidenberg. Encourage more independentdecision making by addressing fear-floodedbeliefs like “I won’t be able to do it”, “I won’tbe good at it”, or “They won’t like me.”Help your teen see past fears by remindingher all that she’s capable of achieving whenshe sets her mind to something.

Don’t feed counterproductive fears bybelittling a teen for a poor choice. Saying“You’re a moron!” or “What’s wrong withyou?” communicates shame and hurts self-confidence, while phrases like “Everyonemakes a bad choice now and then. Whatcan you do differently next time?” moti-vates better choices, both now and in theyears to come.

Malia Jacobson is an award-winning health and parentingjournalist and mom of three. Her latest book is Sleep Tight, EveryNight: Helping Toddlers and Preschoolers Sleep Well WithoutTears, Tricks, or Tirades.

Smart Kids, Smart ChoicesBy Malia Jacobson

Raising GoodDecision-Makers

Elementary Years 6–12: Failing UpDuring the school years, decision-makingprowess starts to show—and sometimes, sodo poor choices. But these small failures canactually help build stronger decision mak-ing skills down the road. The key is lettingkids experience minor falls—and figure outhow to get back up.

Radio personality Julie Gates of theGene and Julie Show on Raleigh’s WRAL-FM learned that 9-year-old Sophia’s smallmistakes could actually build decision-mak-ing power. “When Sophia was 6, she acci-dentally left her lunch in the refrigerator,and my first instinct was to jump in the carand shuttle it to school.” Then Gatesremembered Sophia’s teacher telling herthat a small mishap like a forgotten lunchcan present an opportunity to build deci-sion-making skills, confidence, and pride.

The key is letting kidsexperience minor falls—

and figure out how toget back up.

D R J A S O N M A R R N DD R T O M A H P H I L L I P S N D

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T A K E C A R E O F Y O U R S E L F

we say it nearly every single day.But truly taking care of yourself and your family

means understanding all the options available to address the underlying causes of dysfunction.

Integrative and functional, our practitioners are trained to work with you to find safe, reasonable,

sustainable and affordable health solutions that will allow you and your loved ones to thrive.

Learn more about how Naturopathic Medicine and its allied professionals can help you to

optimize your health, and how you can begin your family’s health legacy.

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