homework center jamaica

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HOMEWORK & READING CENTRE

As for these four children, God gave them knowledge and skill in all learning and wisdom: and Daniel had understanding in all visions and dreams (Daniel 1:17)

The Homework & Reading Centre is also another long-standing ministry of the church. It started in 1994 with 4 large square tables, 16 chairs and was held in an area of the church that had neither electricity nor a roof at the time and serving around 15 children. Fast forward to 20 years later, the Centre now has a dedicated air-conditioned hall with 15 tables (in addition to the original 4), 8 functional computers, internet access and serves over 40 children. To God be the glory!

The Centre, which is managed by volunteers, provides support for children with their general school work, homework, research-based assignments and examinations preparation. Students who are slow in reading are specially helped in that regard. Recently, the Centre has introduced new initiatives such as parenting seminars for the parents of the children who attend the Centre and presentations by guest speakers around themes of national significance e.g. Heroes’ Day and Black History month. The children are also now taught conversational Spanish once per week by a Spanish professor. Short devotionals, teaching of scriptures and a meal at the end are hallmarks of this ministry.

Donna Muirhead is the Coordinator of the Homework and Reading Centre and has been instrumental in implementing the new initiatives at the Centre.

Government of Jamaica

Jamaica Library Service

JLS… Transforming lives, empowering communities

Homework Assistance

Homework Assistance is offered daily at select public libraries. Parents, students and other library members are given individual assistance with school assignments and/or research work. The service is delivered through library staff and/or volunteers.

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Good evening. I need find a children’s lit book (any genre) in which the theme of racism is prominent. Any suggestions please? I need this book to complete an assignment for Tuesday , September 19, 2017.

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Programmes done in the schools to promote the reading habits include:

Story Hour Sessions
Reading Sessions
Literacy Intervention
Quiz Competitions
Career Talks
Presentations on various topics
Displays and Exhibitions

FEATURES AND BENEFITS OF THE CD STORYBOOK Brave Turtellini and The Reggae Band – Dolphin Rescue:

Teaches from the Convention on the Rights of the Child – Article 12: Respect for the views of the child: that children have a right to voice their opinions in decisions that will affect them. Teaches that children have a right for their opinions to be heard and considered by adults.
Explains the need to protect the Environment through empathy for animals and opens the discussion on animals in captivity.
CD includes Narration of the story, 8 fun, authentic reggae songs including encouraging songs for children on being brave and expressing thoughts, ideas and opinions; and for adults on the importance of giving children a chance to be heard.
Brilliant illustrations sharing Jamaica’s landscapes, indigenous creatures, and lovable characters
Visual Glossary of new words, instruments and animals
Pre and post reading Teachers Guide, additional resources and discussion points
An Instructional Video on how to conduct a reading of this book/CD with groups of children
Fun activities for children

LISTED ON THE EARLY CHILDHOOD CURRICULUM RESOURCE LIST FOR JAMAICA:

This highly unique multimedia product is approved by the Dudley Grant Memorial Trust as a resource for use in teaching the Early Childhood Curriculum children aged 0 – 8 years, and covering early childhood themes of:

Music appreciation and music instruments
Respect and concern for others
Sea creatures indigenous to Jamaica
Useful for dance and movement sessions for all ages
Jamaica’s geography

ENDORSEMENTS AND COLLABORATORS:

The Production of this book was funded by the Canadian International Development Agency (CIDA) and was created in collaboration with:

United Nations Environment Programme (UNEP)
Caribbean Environment Programme (CEP)
Ms. Christine O’Sullivan
Dudley Grant Memorial Trust (DGMT)
Humane Society International (HSI)

CREDENTIALS AS EXPERT SOURCE : All products are developed in collaboration and with content guidance and vetting from international funding agencies in environmental protection and early childhood curriculum authorities. Book # 1, “Shaggy Parrot and the Reggae Band” , was developed with funding and guidance from the the Canada Fund for Local Initiatives a programme of the Canadian International Development Agency ( CIDA ); and the Dudley Grant Memorial Trust (DGMT ), developers of the newly Early Childhood Curriculum in Jamaica, which was also developed with the Early Childhood Development Educators at the George Brown College in Toronto, Canada. Book #2, “The Reggae Band Rescues Mama Edda Leatherback” , was developed under the guidance of the United Nations Environment Programme ( UNEP ) ; the Wider Caribbean Sea Turtle Conservation Network – WIDECAST ( the sea turtle authorities for the western hemisphere); and with funding from the Environmental Foundation of Jamaica (EFJ), a USAID funded organization; with early childhood guidance from the DGMT . Book #3, “Brave Turtellini and The Reggae Band – Dolphin Rescue” was developed with funding and guidance from the the Canada Fund for Local Initiatives a programme of the Canadian International Development Agency ( CIDA ); and the Dudley Grant Memorial Trust (DGMT ), developers of the newly Early Childhood Curriculum in Jamaica, which was also developed with the Early Childhood Development Educators at the George Brown College in Toronto, Canada. It was also developed under the guidance of the United Nations Environment Programme ( UNEP ) and the Humane Society International (HSI) in Washington DC. All CD Storybooks have been tested in schools and are approved for children 0-8 years old. Lead writer and Owner/Project Director of KQC Enterprises is Jana Bent, who holds a BA in Psychology, is a certified Project Management Professional (PMP) with 15 years experience in the reggae music entertainment industry as a songwriter, singer, choreographer, dancer. Music Producer is Rupert Bent III, Producer, Multi-instrumentalist, who has toured with Grammy winning acts Sean Paul with whom he worked for seven years as Musical Director. Rupert is also a former member of the Grammy winning reggae band , Third World.

CHARITY: Part proceeds of the Sales of this book benefit the Bustamante Hospital for Children and TATI Inc. Order your copies today!! www.kqcomics.com

FEATURES AND BENEFITS OF THE CD STORYBOOK The Reggae Band Rescues Mama Edda Leatherback featuring the voice of Shaggy :

Explains the need to protect the Environment through Reducing, Reusing and Recycling our waste
CD includes Narration of the story, 8 fun, authentic reggae songs including an instructional song on how to Reducing, Reusing and Recycling our waste
The voice of Grammy Winning Artiste, Shaggy
Teachers and parents can also access free ONLINE Supporting tools through our Teachers’ Portal:
an Instructional Video on how to conduct a reading of this book/CD with groups of children

The Production of this book was funded by the Environmental Foundation of Jamaica (EFJ) and was created in collaboration with:

Jamaica Environment Trust (JET)
WIDECAST – The Wider Caribbean Sea Turtle Conservation Authority

Review by KIRKUS:

“This absolutely delightful narrative is produced by the Environmental Foundation of Jamaica (EFJ) and is the second in the Reggae Pickney series. Shaggy and his friends are beautifully illustrated; the vibrant colors bring the animals and their seaside environment to life, while the anthropomorphic expressions on the animals’ faces make them friendly and engaging to young readers. Reggae star Shaggy lends his voice to the title character on the accompanying CD, which is not just a textual read-along but also contains songs and music. Children are encouraged to clap and sing along, and all the while the EFJ manages to sneak in a pro-environmental message, encouraging readers to adhere to the old adage of “Reduce, Reuse, Recycle.” The narrative is a good length, neither too long nor too short, and perfectly suitable for either a classroom reading or an at-home experience between parent and child. The book also contains additional facts about Jamaican wildlife and what conservational efforts young people can make. A deeply enjoyable read—one that will thoroughly delight children while also encouraging them to think and care about the world around them. ”

Please contact the select parish library offering the service:

Joyce Robinson Hall, Kingston & St. Andrew Parish Library
Cecil Charlton Hall, Manchester Parish Library

Welcome to LearningHub's FREE National Extra Lessons and Homework Programme!

This program is free of charge for Students in Jamaica .

If you are a student in Jamaica, use this page to sign up for your FREE LearningHub account.

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CCN Homework Center and Internet Cafe

We are a Homework Center and Internet Cafe catering to children of all ages. We assist children with homework in all subject areas. Saturday classes, Bus Pick-Up Service and Holiday Activities Available.

Tags : #Education

Opening Hours

Monday 14:00 - 19:00
Tuesday 14:00 - 19:00
Wednesday 14:00 - 19:00
Thursday 14:00 - 19:00
Friday 14:00 - 19:00
Saturday 11:00 - 15:00
Sunday 11:00 - 15:00

Description

Homework Center; After-School Care; Internet Cafe

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Christar villas hotel, courtyard kingston, jamaica, labrish guest house.

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BRIDGEVIEW FOUNDATION INC

PARTNERSHIP WITH FLOW FOUNDATION JAMAICA TO POWER HOMEWORK CENTER

Flow Foundation and Bridgeview Foundation Partner

to Power Homework Center

"Students in the rural community of Maryland, Gordon Town, St Andrew are enjoying increased internet speeds courtesy of the Flow Foundation which recently upgraded the internet speeds at the Bridgeview Foundation Homework Centre. The sponsored internet service is part of a larger philanthropic project by the Bridgeview Foundation which has established the homework centre with desktop and laptop computers, tablets and a printer. The project will help to bridge the digital divide in the community and provide students with well-needed online learning access and support. " - Excerpt from the Jamaica Observer. Click here to read full article. More info company information at www.flowfoundationja.org

EDUCATIONAL ASSISTANCE
COMMUNITY DEVELOPMENT

Community Fence Project at Maryland Soccer Field Led by Bridgeview Founder

#RecycleforaCause to Support Our Homework Center

Bridgeview Foundation Liaison Officer Receives Award for Unwavering Support to the Community

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Miss Jenny Homework Centre paves the way in Norwood

From left: Latoya Austin, a member of the community, stands proudly alongside the 2022 Supreme Hero, Jennifer Brown; Chloleen Daley-Muschett, corporate communications and PR manager at Supreme Ventures Limited; and Barbara Black, a retired teacher and dedi

In a tangible demonstration of community empowerment, Jennifer Brown, affectionately called Miss Jenny, unveiled the culmination of her philanthropic work in Norwood, St James: the Miss Jenny Homework Centre. Constructed through the grant awarded to Brown as the inaugural winner of Supreme Ventures Foundation’s Supreme Heroes Programme in 2022, the learning hub marks a pivotal moment in the ongoing efforts to uplift and inspire the youth of Norwood.

Driven by personal tragedy, Jennifer Brown’s journey to becoming a beacon of hope in her community is deeply rooted in her unwavering commitment to turn pain into purpose. Following the tragic loss of her son, Jason Anderson, to violence in 2016, Brown navigated through grief to emerge as a tireless advocate for positive change. “I was bitter. I was angry with everybody, every single body, but I was at a [bad] place [in my life],” she shared.

Despite the heartache, Brown's resolve to make a difference never wavered, as she channelled her pain into action, dedicating herself to nurturing and guiding the youths of Norwood.

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Her nomination and eventual victory in the Supreme Heroes Programme highlighted her extraordinary dedication to serving others, earning her the admiration and respect of her peers.

The unveiling of the homework centre stands as a testament to Brown's unwavering commitment to her community's future. With a vision to provide a safe haven for youth to learn, grow, and thrive, the centre embodies her enduring legacy of compassion and empowerment.

In a heartfelt speech, Brown expressed her gratitude and determination to continue her mission of service. “It has been mind-blowing. I'm so happy, and I'm still in disbelief, but I have to give thanks to God just the same as well as [to] the persons who nominated me, Change Makers, and a big thanks to Supreme Ventures Foundation. Without you all, this wouldn't have been possible," she said, her voice filled with emotion.

Heather Goldson, director of the Supreme Ventures Foundation, shared, “Miss Jenny’s unwavering dedication to her community is truly inspiring. Her commitment to uplifting others exemplifies the spirit of the Supreme Heroes Programme. We are proud to have played a part in making her vision of a homework centre come to fruition, and will continue to support initiatives that empower individuals like Jennifer to make a tangible difference in their communities."

As for her plans going forward, Brown outlined her ambitious goals to further support the educational needs of the community. “There are a lot of children that have projects and other homework that need to be done, some of which parents have no extra funds to go into town to do, and some children who are struggling in school. I am going to seek out help from teachers who may be able to do some charity work to help those kids in whatever areas they need improvement. But not just for the kids. I also plan to extend classes to the young men and women who didn't get the chance to finish school. I'll host some night classes for them and daytime classes for the children."

The centre, now open and ready to make that difference in Norwood, stands as a testament to the power of community-driven initiatives and the resilience of individuals like Jennifer Brown.

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Reimagining the Jamaican classroom

When we consider the current Jamaican learning environment, we can agree that the pre-COVID-19 classroom had many challenges, marred by how we were cultured to learn and how we design learning for those we engage.

In our current learning environments, we are faced with copious learning impediments that require thoughtful consideration and practical solutions. However, if we are serious about the business of educating the populace, it is essential to avoid simplistic and piecemeal approaches that may overlook crucial aspects of the learning paradigm and the possibilities that it holds for nation-building. We must strive to identify and address the root causes that contribute to the challenges we see daily in our classrooms, taking into account the full scope of the problem at hand.

The educational deficits are compounded by the fact that, unlike other developed countries, we do not ensure that we have our most competent teachers in the early years of children’s education so that deep learning comes naturally. Only then can we, like the Finnish Education system, boast that our children can learn anything, anywhere. This is an excellent example, but can only be realised when you have classrooms that mimic the 19-21 class size in Finland.

The Organization for Economic Co-operation and Development (OECD) stated that, “Students in Finland have the least amount of outside work and homework than any other students in the world,” The constant need for ‘extra lessons’ must be revisited and reimagined to remediate the prolonged stressful demands on children. The idea of having ‘no extra lesson’ will not sit well with some people and some might even become excited because of the cost factor associated with the initiative and what it means for teachers, schools, and parents. If students are not empowered to learn how to learn during the normal times scheduled for learning, is it that the extra lessons, for those who can afford them, are glorified babysitting centres for parents? I digress a little, but learning must be carefully designed so that it can be done within the scheduled time, allowing children to have time to develop and learn skills that will enable them to become nation-builders suited for the global community.

Reimagining the Jamaican classroom requires us to find effective and sustainable solutions that can make a positive impact on teaching and learning. This must become the prerogative of education policymakers, curriculum designers, curriculum implementers — our teachers, business leaders, community partners, parents, and learners. All stakeholders must take ownership and drive the process to make the reimagined classroom a national initiative. One effective solution to be considered is equipping our teachers to operate in a virtual environment and being able to use digital resources to combat some of the challenges we see in the education sector. Having this skill is no longer seen as a trend in education but a necessity.

Can this necessity be applied to all sectors of the education system? I strongly support this posture, with two fundamental adjustments, notwithstanding that many more are needed. Empowering our teachers to empower learners to learn how to learn is evidenced in the National Standards Curriculum (NSC). However, we are all aware that there are many gaps in the implementation of the NSC. Some teachers still struggle with the requirements of the pragmatic construct of the NSC learning environment. The teacher must not only implement the curriculum but also undertake the role of a researcher, designer, and innovator to deliver the content effectively.

Once teachers have the skill to operate in the virtual learning environment, they will have access to the wealth of information available to complement teaching and learning based on the NSC curriculum. The latest report from the International Telecommunication Union (ITU) reveals a significant increase in global internet connectivity. This means that more people globally have access to and can benefit from the myriad resources and opportunities available on the internet, including our teachers. In 2023, ITU reported that the number of people worldwide without internet access has decreased to approximately 2.6 billion, down from 2.7 billion in 2022. This means that over 5.4 billion people have access to Internet Services, reflecting two-thirds of the world’s population.

With this in mind, the online teacher must take on a new posture and develop a new mindset about online teaching and learning. Teaching and learning online, if packaged well, can simulate the face-to-face experience and even provide significantly more opportunities for self-directed learning. When the online learning environment is designed utilising sound theoretical principles, this environment can provide fulsome educational experiences recognised as significant learning.

The Universal Design for Learning (UDL) is one model that considers learner success and utilises multiple approaches to ensure that individual learners are successfully engaged with the content and can make meaning of the same in real-world situations. It is widely accepted that the experiences encountered during COVID-19 have exacerbated the complex issues of learning, and the Ministry of Education is mandated and positioned to medicate the challenges that have disenchanted many and thwarted excellence individually and collectively.

Many of our teachers have done scores of professional development training and have acquired the skills to competently operate in the virtual environment. A National Instructional Technology Policy and Plan (NITPP) must be put in place to enable educators to refine their abilities and collaborate on evidence-based good practices. This will facilitate an environment in which effective teaching and learning can be achieved and optimised results can be predicted.

Reimagining the classroom after the COVID-19 pandemic might sound like the logical trajectory for educators, but this notion is sparse in Jamaican classrooms. Reimagining the classroom post-COVID-19 involves embracing innovation, flexibility, and a commitment to meeting the diverse needs of students in a rapidly changing educational landscape. The research suggests that a re-envisioned classroom must be underpinned by systems change in education. Emily Liebtag, chief innovation officer at Education Reimagined, suggests that the “ecosystems are, by design, a systemic way to incorporate and reflect what we know now about meeting individual learners’ holistic goals and needs as well as simultaneously connecting and uplifting the collective good and communities overall”.

This perspective is a necessity for the future of education and was articulated by educational pioneer, Paulo Freire, who understands the dynamics within the school’s ecosystem. Freire’s liberatory theory of education signifies dialogue as a critical component of knowledge exchange that gives meaning to the sounds and smells of the classroom. Freire suggests that the process of growth can be measured by the “dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the one who teaches but one who is himself taught in dialogue with the students, who, in turn, while being taught, also teach. They become jointly responsible for a process in which they all grow”.

With this in mind, the reimagined classroom must be aligned with UN Sustainable Development Goal 4 which is quality education: ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Quality is grounded on equity for all, irrespective of your place in life. Equity is predicated on understanding the embodiment of quality. In essence, equity and quality are entwined, they are one of the same. For this to happen, we must reimagine our learning environment to promote greater learner success and learner independence in our Jamaican classroom.

Dr Venesse Leon is the director of online programmes at The Mico University College.

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