Keeping Momentum and Routines for a Successful End of the School Year

Dear Parents,

As we approach the final stretch of the school year, it's essential to maintain momentum and routines to ensure our students at GAA are fully prepared for the next grade level. With the summer quickly approaching, consistency in attendance and healthy habits is crucial for their continued growth and success. Here are some key elements to focus on to support your child's academic and overall well-being:

1. Sleep: Adequate sleep is vital for children's physical health, cognitive function, and emotional well-being. Establishing a consistent bedtime routine and ensuring your child gets the recommended amount of sleep each night (typically 9-11 hours for elementary-aged children) can enhance their focus, memory, and overall mood. Encourage a wind-down period before bed by limiting screen time and engaging in calming activities like reading or storytelling.

2. Nutrition: Providing balanced and nutritious meals fuels your child's body and mind for learning and play. Packing healthy snacks and lunches for school can help sustain their energy levels throughout the day. Encourage your child to drink plenty of water and limit sugary drinks to support their overall health, as the temperature gets hotter.

3. Play: Play is essential for children's social, emotional, and cognitive development. Encourage your child to engage in active play outdoors, as well as imaginative and creative play indoors. Play allows children to explore their interests, develop problem-solving skills, and build relationships with their peers. Set aside time each day for unstructured play, allowing your child to unwind and recharge after a day of learning.

4. Balance: Striking a balance between academic responsibilities and leisure activities is key to preventing burnout and fostering a love for learning. Encourage your child to prioritize their schoolwork while also making time for hobbies, interests, and relaxation. Help them manage their time effectively by creating a schedule that includes designated study periods, extracurricular activities, and free time for rest and recreation.

5. Family Time: Spending quality time together as a family strengthens bonds and creates lasting memories. Make time for meaningful conversations, shared meals, and enjoyable activities that bring joy and connection to your household. Engage in activities that promote learning and exploration, such as family outings to museums, parks, or nature trails. Use this time to celebrate your child's achievements and encourage them to reflect on their progress throughout the school year.

As we enter the final weeks of the school year, consistent attendance is paramount to your child's academic success. Each day of learning contributes to their growth and development, laying the foundation for future success. By prioritizing sleep, nutrition, play, balance, and family time, you can help your child finish the school year strong and enter the summer months feeling confident and prepared for the next grade level.

Thank you for your continued support and partnership in your child's education. Together, we can ensure a successful end to the school year and a bright future ahead for our students.

Sincerely,

Leia Kraeuter

Elementary Principal

The Power of Understanding: Building Stronger School-Parent Relationships

In the intricate web of a child's education, parents play a crucial role as partners with schools. It's not uncommon for concerns or misunderstandings to arise, leading parents to point fingers at the school before fully understanding the situation. However, this knee-jerk reaction often does more harm than good, hindering the potential for constructive dialogue and collaboration between parents and educators.

Understanding should precede accusation in any scenario, but particularly in the context of school-parent interactions. Here's why:

• Firstly, it's vital to recognize that educators are professionals who genuinely care about the well-being and academic success of their students. Assuming malintent without seeking to understand their perspective can strain relationships and undermine the trust necessary for effective collaboration. By approaching concerns with an open mind and a willingness to listen, parents can foster a more positive and productive dialogue with the school.

• Secondly, jumping to accusations before seeking understanding sets a negative example for children. Children are perceptive and learn from the behavior modeled by adults around them. When parents resort to blaming the school without first trying to understand the situation, they inadvertently teach their children that jumping to conclusions is acceptable behavior. On the other hand, demonstrating empathy, patience, and a commitment to understanding sets a valuable example of effective communication and conflict resolution.

• Moreover, seeking understanding before accusing the school demonstrates respect for the complexities of the educational environment. Schools operate within a framework of policies, procedures, and resource constraints that parents may not always be fully aware of. Taking the time to understand these factors can provide parents with valuable insights into the challenges educators face and the decisions they make.

• Lastly, building a strong school-parent relationship is essential for the holistic development of the child. When parents and schools work together harmoniously, children benefit from a cohesive support system that enhances their learning experience. By prioritizing understanding over accusation, parents can contribute to the creation of a nurturing educational environment where students thrive academically, socially, and emotionally.

In conclusion, seeking to understand before accusing the school is not only a matter of common courtesy but also a strategic approach to building stronger school-parent relationships. By fostering empathy, open communication, and mutual respect, parents can play a proactive role in their child's education and contribute to a positive school community.

Douglas Sherrill

Elementary Vice Principal (Grades 3-5)

Welcome back, students and parents! We hope you had a fantastic spring break filled with fun and adventures. It's great to see everyone back, excited with stories from their time off. Due to heavy rain, we were back to online learning this week, but that didn’t dampen our spirits! A big shoutout to all the parents who have submitted samples of student work from home – you've showcased some truly impressive efforts. Let's keep up the enthusiasm as we settle into our final term in KG1 and continue to excel, rain or shine!

Before the Spring Break, KG2 were lucky enough to get a visit from Man City’s football coaches. The coaches taught us about how to maintain a healthy balanced lifestyle. We learned about the different food groups and how important it is to drink water. We were challenged to try one new fruit or vegetable every week. The coaches also took our class outside to practice ball skills. We learned how to pass and control the ball. We had so much fun!

Welcome to 3E class! In Unit 4 of Writing Fractured Fairy Tales students must understand the elements of fairy tales. The elements of a fairy tale consist of the characters, settings, problem, solution, villain, happy endings, and etc.  Once that was understood, the teacher then taught students how to start writing a fractured fairy tale, which consists of retelling a traditional fairy tale where some of the story elements are changed. 

Students then were able to select a fairy tale of their interest and map out their writing. Throughout this writing process, students were very eager and creative with their writing pieces. I am very pleased with their dedication and creativity my students put into their work. 

Great Job 3E!

Arabic for grade one and grade two Arabic nonnative students : 

During the second semester, grade one and grade two Arabic non native students learned about the characteristics of the four seasons, and created a booklet about the four seasons.They also talked about their favorite season. 

Grade two Arabic non native  students also went on a school trip to Snow Abu Dhabi to learn more about the characteristics of the winter season. 

Students participated in celebrating Mother's Day by presenting a singing performance at school in which they expressed their love for their mothers.   

اللغة العربية لتلاميذ الصف الأول والصف الثّاني النّاطقين بغيرها : 

قام طلاب الصف الأول والثاني الناطقين بغير العربية خلال الفصل الثاني بالتعرف على خصائص الفصول 

الأربعة وقاموا بإنشاء كتيب عن الفصول الأربعة والتحدث عن فصلهم المفضل. كما قام طلاب الصف الثاني الناطقين بغير العربيّة  بالذهاب  في رحلة مدرسية إلى المدينة الثلجية في أبوظبي للتعرف أكثر على خصائص فصل الشتاء.  شارك الطلاب  بالاحتفال بيوم الأم وذلك بتقديم عرض غنائي في المدرسة  عبروا من خلاله عن حبهم لأمهاتهم.

• April 22-26 - Bookworm Bookfair (extended)

• April 25 - Grades 3-5 Art Festival

• April 26 - PreK-Grade 2 Art Festival

• April 26 - Whole School Dress Down Day - Wear Blue for Autism Awareness Month

• April 26 - Pizza and Popsicle Day by GAAPA and Booster Club

• April 30 - PYP Exhibition Opening Ceremony @4pm

• May 1 - Parent Support Group meeting with Ms. Jackie Wyncoll, K-12 Inclusion Director

• May 3 - GAAPA Monthly Board Meeting @9:00am

• May 17 - GAA Parent Association Annual General Meeting