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We are excited to launch a new journalism initiative at the school, where a team of student journalists are creating and curating news stories from around our community, both inside and outside the school gates. We have titled our online magazine 'The Buffalo Blog' and our first AISM core journalism team is made up of this exceptional group of students from grades 7-10:
In the meantime, check out the latest stories about our new MUN leadership (Felix), our volleyball teams (Alex), a unique Grade 8 Shakespeare project (Ashton and Connie), and a Grade 6 creative ATL project (Mr Rui).
Heating up on the press are further exciting articles on our scuba diving ASA (Cora), the effects of music on the brain while studying (Atharv), Mozambique’s first professional surfer (Tendai), and bullying in school environments (Gaia).
Do you have any ideas for other exciting content for the site? If so, please get in touch with me at rui.dasilva@aism-moz.com or the PTA representatives.
Rui da Silva
- Tendai
- Alexandre
- Atharv
- Shailee
- Danae
- Gaia
- Cora
- Felix
In the meantime, check out the latest stories about our new MUN leadership (Felix), our volleyball teams (Alex), a unique Grade 8 Shakespeare project (Ashton and Connie), and a Grade 6 creative ATL project (Mr Rui).
Heating up on the press are further exciting articles on our scuba diving ASA (Cora), the effects of music on the brain while studying (Atharv), Mozambique’s first professional surfer (Tendai), and bullying in school environments (Gaia).
Do you have any ideas for other exciting content for the site? If so, please get in touch with me at rui.dasilva@aism-moz.com or the PTA representatives.
Rui da Silva
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As we do every year, we have been unpacking the AISM Diploma Program May 2023 exam results. Below are some highlights of our results. Congratulations to the Class of 2023!
More analysis & details forthcoming...
More analysis & details forthcoming...
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Our library is a hub for learning, collaboration, reading, and inquiry. We serve all ages- from ELC students through adults who are part of our community. Click on the tabs above to navigate to both the Primary and Secondary Library
Our two full-time teacher-librarians and two full-time library assistants are here to support you with recommendations and are always welcome your suggestions, too.
Our library includes:
Far more than a space, our library is a living, dynamic program that provides lessons in information literacy, digital citizenship, critical thinking, and strategic researching. Helping all our patrons develop a love of books and reading is central to our mission. Our teacher-librarians collaborate with teachers to enrich units of study and to provide just-in-time support.
Our two full-time teacher-librarians and two full-time library assistants are here to support you with recommendations and are always welcome your suggestions, too.
Our library includes:
- A diverse, inclusive, relevant collection of more than 23,000 print titles, easily searchable through our on-line catalogue
- A 800-book and growing eBook collection through Overdrive’s Sora (students log in with their AISM Google accounts). Instructions for parents to access Sora can be found here.
- A virtual library with 10+ database, encyclopedic, and subscription services
Far more than a space, our library is a living, dynamic program that provides lessons in information literacy, digital citizenship, critical thinking, and strategic researching. Helping all our patrons develop a love of books and reading is central to our mission. Our teacher-librarians collaborate with teachers to enrich units of study and to provide just-in-time support.
The AISM library is a vibrant community hub that champions inquiry, sparks wonder, and celebrates booklove.
(AISM Library Mission)
Circulation policy:
Patrons may check out up to five books at a time for a two-week loan period Languages spoken:
Please come visit us!
(AISM Library Mission)
Circulation policy:
Patrons may check out up to five books at a time for a two-week loan period Languages spoken:
- English
- Spanish
- Portuguese
- Sena
- French (basic)
- Changana
Please come visit us!
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There is always so much happening at AISM! To keep updated about events, activities and holiday dates, go to the dedicated calendar page. Consider subscribing to the calendar so you receive reminders on your phone too.
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We are a Google School with Apple TV's and projectors in each learning space. We have STEM Labs, a variety of coding and programming platforms and many databases and electronic resources across the school. We see devices as a tool, just as we see pens, pencils, notebooks and textbooks and, in this way, only use when it benefits the learning.
Devices used at AISM
Learners from ELC to Grade 8 use school-issued iPads while our Grade 9-12 learners must bring their own device (BYOD) to school. All information related to this may be found here. Electronics tend to be expensive in Maputo and selection is more limited, so we recommend that you purchase and bring devices ahead of time.
Acceptable Use at AISM
Please refer to our Grade 1 - 5 and Grade 6-12 Student Acceptable Use Policies.
AISM Email Accounts
All students are assigned AISM email accounts. These are used for registration to various learning tools. Email addresses at AISM follow a general pattern: firstname.lastname@aism-moz.com.
Platforms at AISM
Most Primary School teachers will communicate with learners via Google Classroom and most Secondary School teachers will communicate with learners through ManageBac and Google Classroom. More information about the different learning systems and platforms can be found here.
Devices used at AISM
Learners from ELC to Grade 8 use school-issued iPads while our Grade 9-12 learners must bring their own device (BYOD) to school. All information related to this may be found here. Electronics tend to be expensive in Maputo and selection is more limited, so we recommend that you purchase and bring devices ahead of time.
Acceptable Use at AISM
Please refer to our Grade 1 - 5 and Grade 6-12 Student Acceptable Use Policies.
AISM Email Accounts
All students are assigned AISM email accounts. These are used for registration to various learning tools. Email addresses at AISM follow a general pattern: firstname.lastname@aism-moz.com.
Platforms at AISM
Most Primary School teachers will communicate with learners via Google Classroom and most Secondary School teachers will communicate with learners through ManageBac and Google Classroom. More information about the different learning systems and platforms can be found here.
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The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.Teaching and learning in the MYP is underpinned by the following concepts:
Teaching and learning in context
Students learn best when their learning experiences have context and are connected to their lives and their experience of the world that they have experienced.
Using global contexts
MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of:
Conceptual understanding
Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically. The MYP prescribes sixteen key interdisciplinary concepts along with related concepts for each discipline.
Approaches to learning
A unifying thread throughout all MYP subject groups, approaches to learning (ATL) provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self management skills helps students learn how to learn.
Service as action, through community service
Action and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme, especially in the MYP community project.
Inclusion and learning diversity in MYP
As part of the MYP curriculum, schools address differentiation within the written, taught and assessed curriculum. This is demonstrated in the unit planner and in the teaching environment, both of which are reviewed during programme authorization and evaluation.
The MYP allows schools to continue to meet state, provincial or national legal requirements for students with access needs. Schools must develop an inclusion/special educational needs (SEN) policy that explains assessment access arrangements, classroom accommodations and curriculum modification that meet individual student learning needs.
Teaching and learning in context
Students learn best when their learning experiences have context and are connected to their lives and their experience of the world that they have experienced.
Using global contexts
MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of:
- identities and relationships
- personal and cultural expression
- orientations in space and time
- scientific and technical innovation
- fairness and development
- globalization and sustainability.
Conceptual understanding
Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically. The MYP prescribes sixteen key interdisciplinary concepts along with related concepts for each discipline.
Approaches to learning
A unifying thread throughout all MYP subject groups, approaches to learning (ATL) provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self management skills helps students learn how to learn.
Service as action, through community service
Action and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme, especially in the MYP community project.
Inclusion and learning diversity in MYP
As part of the MYP curriculum, schools address differentiation within the written, taught and assessed curriculum. This is demonstrated in the unit planner and in the teaching environment, both of which are reviewed during programme authorization and evaluation.
The MYP allows schools to continue to meet state, provincial or national legal requirements for students with access needs. Schools must develop an inclusion/special educational needs (SEN) policy that explains assessment access arrangements, classroom accommodations and curriculum modification that meet individual student learning needs.
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We are very excited to now be offering parents access to Sora, which is our ebook platform for students. For those of you who may have Overdrive accounts via other libraries (the adult app for that is Libby), you can simply add our American International School of Mozambique account to that- note that you DO need to spell out the entire school name- you won’t find our school if you type AISM.
Parent access must use these log-in credentials:
Parent access must use these log-in credentials:
- User ID: the email that you have on file with our school records
- Pin: aism2023 (you can change your password after the initial login)
As a parent, our magazines (which are for all ages) will probably be the part of Sora you find most interesting. We have a small number of adult reads in Sora and can grow this over time, using your recommendations, too. Most of the content in Sora is for students as we just added this platform in August of 2021.
Here is the list of all the magazines we have in Sora, so you can check to see if your favorites are among them.
Here is the list of all the magazines we have in Sora, so you can check to see if your favorites are among them.
After you look up American International School of Mozambique, be sure to select the second option below that has “parents” at the end of it:
Next, sign into your school account with the credentials below:
- Your User ID is your parent email.
- Your PIN is aism2023.
If you need a hand with any of these steps, please pass by and we will gladly assist.
Happy browsing and reading, everyone!
Happy browsing and reading, everyone!
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Why Children Fight With Their Friends
Children fight with their friends for many reasons, from misunderstandings to arguing over a toy to feeling left out to instances of bullying. These fights can be short-lived, episodic, big blowouts, or even end a friendship.
Emotions can run high and their reactions can be big. Or some children will keep their feelings inside and/or have trouble establishing healthy boundaries in their relationships. Parents are often left wondering how to help—and may worry about why their child is fighting with their friends.
It is absolutely normal and common for kids to experience peer conflict. In fact, these fights can actually be beneficial for your child by giving them a chance to practice their social skills. Additionally, disagreements can be opportunities for your child to recognize their feelings, accurately communicate them, and express what they need. Still, these fights can cause a lot of emotional distress for the individuals involved and are not always handled in a manner that gracefully resolves the conflict. This is where parents can offer guidance and step in, as needed.
General Guidelines for Offering Help
Children fight with their friends for many reasons, from misunderstandings to arguing over a toy to feeling left out to instances of bullying. These fights can be short-lived, episodic, big blowouts, or even end a friendship.
Emotions can run high and their reactions can be big. Or some children will keep their feelings inside and/or have trouble establishing healthy boundaries in their relationships. Parents are often left wondering how to help—and may worry about why their child is fighting with their friends.
It is absolutely normal and common for kids to experience peer conflict. In fact, these fights can actually be beneficial for your child by giving them a chance to practice their social skills. Additionally, disagreements can be opportunities for your child to recognize their feelings, accurately communicate them, and express what they need. Still, these fights can cause a lot of emotional distress for the individuals involved and are not always handled in a manner that gracefully resolves the conflict. This is where parents can offer guidance and step in, as needed.
General Guidelines for Offering Help
- It's important to strike the right balance of helping and letting kids sort things out on their own. Your approach will change as your child grows up. Still, just because your child may be older does not necessarily mean they won't need help. The challenge is often figuring out when to step in, what level of support to offer, and when to stay out of it altogether. If you jump in to resolve every conflict, then your child may not learn how to do this on their own.
- Keep an eye on your child's social relationships. Then, if and when blow-ups happen, you'll be there to provide the appropriate level of support. Aim to be your child's emotions coach by acknowledging feelings, modeling calm, caring, listening behavior, reflecting together, and then working on finding solutions.
- In more serious cases, it will usually be obvious when you need to get involved. Clearly, if a fight is physical or cruel, such as in the case of bullying, you'll want to intervene to ensure the emotional and physical safety of your child. This is true whether your child is the aggressor or the recipient of the harmful behavior.
- Sometimes both children are engaging in unkind words or actions. After the behavior has been safely stopped, it's important to get to the bottom of what is happening and why—and to look for solutions to prevent it from occurring again.
- When an incident is mild or seems to be on track for a positive resolution, your intervention will likely be unneeded. However, other times, you may need to trust your gut and/or go on your child's preferences to know how much help to offer.
- It's often helpful simply to provide a sounding board, a listening ear, a hug, or other gentle support for your child. They may want to talk out what happened, brainstorm solutions, need a distraction, or simply need to vent. Most importantly, let them know you're in their corner.
- Parents can help by modeling effective language to use when resolving conflicts (such as "I feel" statements, rather than "you did" statements that may be heard as accusatory). Taking deep breaths and walking away if necessary to calm down are also good techniques to impart to your child.
- A: Ask, "What is the problem?"
- B: Brainstorm solutions
- C: Choose a solution to try
- D: Do it!
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At AISM, like most international schools, families come and go.. To help with the transition, the Counselor provides opportunities, resources and strategies for our leavers to process their feelings about saying “goodbye” and cope with the changes. If we aren’t the ones leaving, it’s easy to overlook the stayers and it's important that we focus on the whole community!
There are two parts of a “goodbye” – the person who is leaving and the person who is staying behind.
Even though we stay behind, we also need to say “goodbye” to our friends who are leaving and deal with our own feelings. This is true for children and young people of all ages, including our youngest ELC learners.
Preparing to Say Goodbye
It is harder to be prepared when you’re not aware that your child’s friend is leaving. If you are aware, there are a few things you can do.
“I can endure any ‘how’ if I have a ‘why’.” – Nietzsche
The Transition Stage
Although this is more pertinent to the family that is leaving, there are some elements that can apply to the family that stays behind.
References
Families in Global Transition. (2020, March 25). A RAFT for Transitioning through Uncertainty and Disruption. Www.figt.org. https://www.figt.org/blog/8857196
Adapted from: Children Need to Say “Goodbye” Too. (2016, June 28). Nurture for the Future.
https://nurtureforthefuture.wordpress.com/2016/06/28/saying-goodbye/
There are two parts of a “goodbye” – the person who is leaving and the person who is staying behind.
Even though we stay behind, we also need to say “goodbye” to our friends who are leaving and deal with our own feelings. This is true for children and young people of all ages, including our youngest ELC learners.
Preparing to Say Goodbye
It is harder to be prepared when you’re not aware that your child’s friend is leaving. If you are aware, there are a few things you can do.
- Talk to your child – listen not only to the words, but the feelings behind the words.
- Try to plan a time for “goodbye”, like a last play date. Make sure your child knows that this is “goodbye”.
- Your child may still feel sad. Although you cannot take away the sadness, you can be there for comfort.
- Talk about the “why” – helps children understand why “goodbyes” are necessary.
- If your child is the one leaving:
- Involve them in the planning and discussions where appropriate.
- Find out who they want to say “goodbye” to.
“I can endure any ‘how’ if I have a ‘why’.” – Nietzsche
The Transition Stage
Although this is more pertinent to the family that is leaving, there are some elements that can apply to the family that stays behind.
- Involvement to Leaving stages:
- Face approaching losses squarely, while still looking forward with hope ensuring proper closure is reached, to allow the following settling in period to go ahead smoothly.
- Build a RAFT:
- Reconciliation – forgive, be forgiven, forget
- Affirmation – tell people you enjoyed working with them/that you value their friendship/send a note to neighbours/let people know you respect them and don’t leave them lightly.
- Farewells – to people, places, pets, possessions. Schedule these over some time before leaving. Some third culture kids might be losing their whole world in next week’s plane ride.
- Think destination – plan and prepare. Work out sources of support ahead of need.
- Maintaining stability through the transition stage:
- Sacred objects or clothing that retains part of their life experience.
- Connecting with other global nomads to share experiences and affirm the third culture kid way of life.
- Make a personal pact not to pack away feelings.
- Mourning the losses:
- Loss always produces grief and it will come out one way or another, whether intentionally or not. Mourning is the conscious acknowledgement of loss. So in finding little rituals and processes to mourn our loss, we enable ourselves to move on faster.
- Entering right:
- The chaotic transition stage can last days or weeks.
- The following entry stage will be smoother and more positive the more planning ahead has taken place.
- Choosing and using mentors:
- A mentor can become the bridge between worlds. Finding a positive one is important.
- Mentors help with social entry, acclimatization, feeling accepted, motivation to settle in this new place, amongst other aspects.
- Some level of screening of mentors needs to happen carefully and privately
- Re-involvement:
- In all transitions we gain as well as lose.
- A few words about going ‘home’:
- More difficult because they are expected to act/be like others there.
- New classmates are not yet their peers.
- Trying to fit in and not being different (rejection of other identities)
- Being made the center of attention.
- Help them to maintain a fallback identity of being a third culture kid.
- Where is home? Home is always a sentence.
References
Families in Global Transition. (2020, March 25). A RAFT for Transitioning through Uncertainty and Disruption. Www.figt.org. https://www.figt.org/blog/8857196
Adapted from: Children Need to Say “Goodbye” Too. (2016, June 28). Nurture for the Future.
https://nurtureforthefuture.wordpress.com/2016/06/28/saying-goodbye/
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For little people who are still working to master many skills, mistakes happen all.the.time. In fact, the way we learn is by making mistakes. For children who struggle with making mistakes, this can be incredibly problematic. Some children ‘shut down’ and become unresponsive. Others refuse to acknowledge that they made an error – often insisting that whatever happened was somebody else’s fault. Some have large, emotional, responses to mistakes. All of these responses and reactions make peer engagement and participation in group activities more challenging (do you like to hang out with people who cannot acknowledge when they made a mistake?). Even more importantly, it doesn’t feel good to the child.
“Calmly and confidently making mistakes is a skill - which means it can be taught and improves with practice.” — Janelle Fenwick
On the one hand, children are expected to repeatedly make mistakes while learning new skills. But on the other hand, for some, it feels completely unbearable to make mistakes. So what can we do? Calmly and confidently making mistakes is a skill – which means it can be taught and improved with practice. I’ve outlined seven strategies to help children better understand mistakes and to reduce some of the emotional response associated with making mistakes.
Six Ways to Help Your Child Calmly Make Mistakes
1. DRAW ATTENTION TO YOUR OWN MISTAKES
Yup, this is a super comfortable one ;-). Parents, teachers, and caregivers are the best models. During life, when you make a mistake, draw attention to it. The key here is to be factual about what happened. Consider the difference:
“Gah! I can’t believe I spilled coffee everywhere. Now we’re going to be late and I have to change. I’m so stupid. I can’t believe I did that again”
versus:
“I spilled my coffee, that was a mistake. I was thinking about getting my keys and bumped my coffee instead, whoops”
I know, it’s easier said than done because mistakes can be incredibly frustrating. However, if we as adults cannot control and alter our own responses and reactions to mistakes then is it really fair for us to ask the same of children?
2. LEARN ABOUT FAMOUS MISTAKES
The slinky, silly putty, post-it, all created because someone made (and explored) a mistake. Explore some famous mistakes to notice how people responded to the mistake. Consider what would have happened if the mistake was never ‘claimed’ or even explored! Here's a starting point for your mistakes exploration.
3. PRACTICE MAKING MISTAKES
So technically if you’re practicing making a mistake it’s not really a mistake (mistakes are unintentional). But we know that responding to mistakes in a calm fashion is a skill – and skills we can improve and learn through practice. I like to start by first highlighting my own mistakes during a task. I then ease into outlining that I’m actually going to practice making mistakes.
Ideally you practice mistakes using similar situations that are tricky for your child (individualizing is so important!). Common ‘high mistake frustration’ activities include: art, block building, Legos (seriously, how frustrating is it when your Lego creation flies apart as you try to put on a piece!?!?!).
4. READ BOOKS ABOUT MAKING MISTAKES
Books serve as a ‘safe space’ to explore more challenging ideas. It can feel more comfortable to talk about mistakes when you’re talking about a character’s mistakes. Check out How to Use Books to Support Children in Making Mistakes for more ideas for how to begin this conversation and ways to use these amazing books.
5. RECOGNIZE HARD WORK AND PRACTICE
Successful end products more naturally tend to be celebrated. It’s less common for people to celebrate hard work and practice – and yet it’s the hard work and the practice that helps us ultimately achieve the end products! Give positive comments for practice and hard work.
As you see your child working on a puzzle, comment on how many ways they tried to make their piece fit or how hard they worked to make a piece fit - “I noticed you working to find where that piece belonged. It looked tricky but you kept at it”.
6. HIGHLIGHT WHAT YOU ARE PRACTICING AND LEARNING
We want our children to be comfortable practicing, making mistakes, and learning. So again, we must model those actions ourselves. Think about something you’re working towards – a personal goal or something that is hard for you. Perhaps you’re working to run a certain number of miles or to cook a new dessert. If your job requires assessments or continuing education requirements, let your children know when you’re studying for tests or working on developing these new skills.
So there you have it: Six ways to help your child feel more confident to make mistakes
Let me know which ones you try and how it goes!
Adapted from: “What to Do If Your Child Struggles with Mistakes.” Express Yourself, NC, www.expressyourselfnc.com/blog//what-to-do-if-your-child-struggles-with-mistakes. Accessed 18 Apr. 2023.
“Calmly and confidently making mistakes is a skill - which means it can be taught and improves with practice.” — Janelle Fenwick
On the one hand, children are expected to repeatedly make mistakes while learning new skills. But on the other hand, for some, it feels completely unbearable to make mistakes. So what can we do? Calmly and confidently making mistakes is a skill – which means it can be taught and improved with practice. I’ve outlined seven strategies to help children better understand mistakes and to reduce some of the emotional response associated with making mistakes.
Six Ways to Help Your Child Calmly Make Mistakes
1. DRAW ATTENTION TO YOUR OWN MISTAKES
Yup, this is a super comfortable one ;-). Parents, teachers, and caregivers are the best models. During life, when you make a mistake, draw attention to it. The key here is to be factual about what happened. Consider the difference:
“Gah! I can’t believe I spilled coffee everywhere. Now we’re going to be late and I have to change. I’m so stupid. I can’t believe I did that again”
versus:
“I spilled my coffee, that was a mistake. I was thinking about getting my keys and bumped my coffee instead, whoops”
I know, it’s easier said than done because mistakes can be incredibly frustrating. However, if we as adults cannot control and alter our own responses and reactions to mistakes then is it really fair for us to ask the same of children?
2. LEARN ABOUT FAMOUS MISTAKES
The slinky, silly putty, post-it, all created because someone made (and explored) a mistake. Explore some famous mistakes to notice how people responded to the mistake. Consider what would have happened if the mistake was never ‘claimed’ or even explored! Here's a starting point for your mistakes exploration.
3. PRACTICE MAKING MISTAKES
So technically if you’re practicing making a mistake it’s not really a mistake (mistakes are unintentional). But we know that responding to mistakes in a calm fashion is a skill – and skills we can improve and learn through practice. I like to start by first highlighting my own mistakes during a task. I then ease into outlining that I’m actually going to practice making mistakes.
Ideally you practice mistakes using similar situations that are tricky for your child (individualizing is so important!). Common ‘high mistake frustration’ activities include: art, block building, Legos (seriously, how frustrating is it when your Lego creation flies apart as you try to put on a piece!?!?!).
4. READ BOOKS ABOUT MAKING MISTAKES
Books serve as a ‘safe space’ to explore more challenging ideas. It can feel more comfortable to talk about mistakes when you’re talking about a character’s mistakes. Check out How to Use Books to Support Children in Making Mistakes for more ideas for how to begin this conversation and ways to use these amazing books.
5. RECOGNIZE HARD WORK AND PRACTICE
Successful end products more naturally tend to be celebrated. It’s less common for people to celebrate hard work and practice – and yet it’s the hard work and the practice that helps us ultimately achieve the end products! Give positive comments for practice and hard work.
As you see your child working on a puzzle, comment on how many ways they tried to make their piece fit or how hard they worked to make a piece fit - “I noticed you working to find where that piece belonged. It looked tricky but you kept at it”.
6. HIGHLIGHT WHAT YOU ARE PRACTICING AND LEARNING
We want our children to be comfortable practicing, making mistakes, and learning. So again, we must model those actions ourselves. Think about something you’re working towards – a personal goal or something that is hard for you. Perhaps you’re working to run a certain number of miles or to cook a new dessert. If your job requires assessments or continuing education requirements, let your children know when you’re studying for tests or working on developing these new skills.
So there you have it: Six ways to help your child feel more confident to make mistakes
Let me know which ones you try and how it goes!
Adapted from: “What to Do If Your Child Struggles with Mistakes.” Express Yourself, NC, www.expressyourselfnc.com/blog//what-to-do-if-your-child-struggles-with-mistakes. Accessed 18 Apr. 2023.