Rainbow Room Learning Center

Learning is colorfully fun


Colorful Parenting

Applying ‘Invented Spelling’

What is invented spelling?
• Invented spelling refers to young children’s attempts to use their best judgments about spelling.
• The practice of spelling unfamiliar words by making an educated guess as to the correct spelling based on the existing phonetic knowledge.


Why invented spelling?
• It is a great indicator of future success as a reader.
• It develops stronger reading skills regardless of existing vocabulary, alphabetic knowledge or word reading skills.

Examples of invented spelling:

How can we help our children develop this skill?
• Children should simply be encouraged to write.
• Have the child read back his/her writing and praise them for the attempt.

* don’t make a big deal out of pointing out the differences or correcting the misspellings.
* Let the child internalize the letter-sound associations as he or she learns to write.


Rainbow Room Learners have Taekwondo this Summer


The sixth “C” in 21st Century Learning

The sixth "C" in 21st Century Learning

Literacy with Information and Communication Technology means thinking critically and creatively, about information and about communication, as citizens of the global community, while using ICT responsibly and ethically. ICT matters to early childhood due to its effect on people and environment that surrounds the child’s learning. In addition, technologies offer new opportunities to strengthen many aspects of early childhood education. There is support across the whole education sector for the development and integration of ICT into education.

In a classroom setting, literacy in ICT can be very beneficial to a child. It provides a variety of ways for the child to weave together words, photos and sounds, thereby providing a range of ways for children to communicate their ideas, thoughts and feelings. A good application or software can enable a child to engage in self-directed exploration, which can fit the child’s individual needs.

The fifth “C” in 21st Century Learning

Effective communication is using the best possible means of connection to relay information or impart knowledge. This can also mean articulating thoughts and ideas effectively using oral, written and non-verbal skills in a variety of forms and context.

The fifth "C" in 21st Century Learning

In a classroom setting, a child who applies a 21st century learning approach can build effective communication skills through the media rich world they are surrounded by. Rather than explaining a topic or reporting what they have learned, there are other ways to enhance and show these skills. For example, allowing the child to help solve problems by using formats they see around them, such as news or interactive games, is a great way for them to show effective communications. It is not about technology but about learning.

This means that students are the “media producers” and not just consumers.
In Rainbow Room Learning Center, we teach our children to effectively communicate by letting them speak their thoughts as this makes learning colourfully fun for them.

The Fourth “C” in 21st Century Learning

Cross-cultural understanding is a field of study that looks at how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavour to communicate across cultures. In 21st century learning means be well versed when it comes to cross-cultural understanding and its aspects.

In a classroom with cultural diversity, this means being understanding to the behaviour of others who do not have his or her cultural background. In the language aspect for example, a child aware of cultural diversity must translate his or her account in a language that the all listeners can relate to. Being aware of common non-verbal interpretations is also key. This means being sensitive to what gestures or non-verbal behaviour is acceptable to both your culture and the others around you. For example, a child from bowing culture must not label a child from a non-bowing culture as impolite. Lastly, stereotyping cultures is also something to be avoided as this can lead to wrongful expectations and notions.

Rainbow Room Learning Center teaches students the many different cultures in the world as part of 21st century learning.

The Third “C” in 21st Century Learning

Collaborative learning is an approach to teaching and learning that involves a partnership or a group working together to achieve a common goal. Working in a partnership or a group is a great way for a child to discover skills that he or she might not know they have and enhance the ones that they already possess.

The Third "C" in 21st Century Learning

In some cases, a collaboration can be a more effective way in learning. For example, making a structural art project may render a better piece if a partnership between two different skills or a group of multiple talents are joined to together. As there are many aspects to the art project, some individuals can only be capable of accomplishing one or two. For example, the child can be exceptional in sketching and coloring but may be lacking the skills in actual construction thus leaving a void. If the child were to have a partner who has talent in actual construction of the art piece, then the results will be more convincing rather than the one where he or she is to do it alone. This collaboration not only creates great work but also cultivates relationships in the classroom.

Rainbow Room Learning Center has a many of collaborative learning activities that allow students to showcase talent and share knowledge among each other. Rainbow Room also teaches the value team work and how working together as one can make learning colorfully fun.

The Third "C" in 21st Century Learning

The Second “C” in 21st Century Learning

Creativity is the act of turning imaginative and innovative ideas ideas into reality is characterized by the ability to perceive the world in new ways, to find hidden patterns, to make connections between unrelated phenomena and to generate solutions. Thinking and producing are its two main processes.

The Second "C" in 21st Century Learning

Children who practice the 21st century approach to learning will find that learning to be creative can be very beneficial. For example, learning how to subtract in math does not have always have to be done in paper and following a textbook formula. This routine will leave a child bored and feeling uninterested.

The Second "C" in 21st Century Learning

A creative way of getting their full participation is allowing them to have their make their own fun exercises related to the topic. If the lesson is on addition and subtraction, a child can have a box of chocolates then count what is left in the box after the teacher has distributed the chocolates to other students. If the lesson is distinguishing kinds of dinosaurs, a creative way of getting the students to enjoy the topic is using movie references. For example, “who are the dinosaurs that you see in the movie “Land Before Time”? As they mention the names of the characters, the next question is to ask what kind of dinosaur the mentioned characters are.

At Rainbow Room Learning Center, we encourage our learners to use their creative juices so that learning can be colourfully fun for both them and their teachers.

The First “C” in 21st Century Learning

First “C”: Critical Thinking

Critical thinking is the evaluation of sources such as data, facts, observable phenomenon, and research findings. It also involves drawing reasonable conclusions from a set of information and determining useful and less useful details for solving a problem or making a decision.

Teaching children this 21st century skill allows them to be creators of their own knowledge. Spoon-feeding information does not nurture the natural capability of a child to learn, rather it makes the child dependent on others. Critical thinking, on the other hand, makes the child independent in finding answers to his/her questions. The great Jean Piaget once said “When you teach a child something, you take away forever his chance to discover it for himself.”

Here at Rainbow Room, we ensure that the children are active learners and critical thinkers to make them 21st century ready. The children always give meaning to what they are learning and not just get information from the teacher. The discussions are inquery-based to ensure that the children get involved in finding out answers.

Make learning colorfully fun at Rainbow Room!

The First "C" in 21st Century Learning

Positive discipline: The guide to our children’s good behavior

Discipline plays a large part in building a child’s character therefore applying the right style is very important. Rather than the traditional style of training children, a more effective way of moulding our children is through positive discipline.

Positive discipline: The guide to our children's good behavior

There are many ways to correct disobedience or gain control of our child’s behaviour. Talking to a child in the appropriate manner is a very effective technique. Raising ones voice can have an adverse effect such as disobedience. Calling them out in a calm and friendly manner will prompt them to be more obedient.

A warning is also a great way of initiating discipline as it makes them aware of chances. Instead of going straight to the consequence, warnings give children a chance to absorb what happened and do better the next time around.

Rainbow Room Learning Center not only makes learning colourfully fun but also applies positive discipline to its students.

Hands on learning is an effective tool

Hands on learning is an effective tool

There are many ways to relay learning to our children. The most common would be with the use of textbooks, graphs, charts and flashcards. While these tools help them learn a great deal, it does not activate all the 5 senses needed by the child to appropriately learn.

Hands-on activity is a more effective way of learning as it allows children to be capable of constructing their own knowledge through experiences and making meaning of those experiences. Being able to make use of their 5 senses stimulates their minds to learn and make them active creators of their own knowledge.

“Combining activities that require movement, talking, and listening activates multiple areas of the brain. The more parts of your brain you use, the more likely you are to retain information.” said Judy Dodge from Scholastic, 2009.
Between the ages four and seven, the right side of the brain is developing and learning comes easily through visual and spatial activities. The left hemisphere of the brain, the side that is involved in more analytical and language skills, develops around ages 10-11.

In Rainbow Room Learning Center, our experiential activities benefit the child because they are given opportunities to create and discover their own learning while having fun!

Understanding the Benefits of Playtime

Understanding the Benefits of PlaytimeSome parents tend to think that playtime during school hours can adversely affect their child’s learning because the thought of enjoyment overshadows the interest to learn. Some fail to realize that playing makes the children happier and content, meaning their minds are loose and open to absorb knowledge.

Active playing with a good frequency can be very beneficial as communication and social skills are developed through interaction with other children. Sharing each other’s interest during these interactions enable the children to understand each other’s behavior.

Playtime activities that require the participation of more than just one child promote teamwork. At the end of the session, the children’s experience with each other’s company can lead to friendship.

In Rainbow Room Learning Center, this is how the children benefit from playtime.

Understanding the Benefits of Playtime
They have built themselves a nice colorful castle.

7 Things to NOT Say to Parents of with Special Children

7-things-to-not-say-to-parents-of-with-special-children-01According to Smart Parenting, special children often get unwanted attention through offensive comments and questions. Although the little ones are probably unaware of what is being said, their parents,the recipients of these comments and questions, are the ones who are really on the receiving end of such remarks. To avoid these unpleasant situations, we asked parents of children with special needs what they common remarks they find inappropriate.

#1 “Kawawa naman siya”
This is a common statement said to someone who’s condition is seen as a misfortune or a tragedy. Not all special people have let their condition limit them from what they can do.

#2 “What happened to her? Did you know beforehand?”
Questions like these can suggest that the parents may have done something to cause their child’s condition. Explaining the special child’s condition and finding out about it after birth is a good way to address this.

#3 “Is it from your side of the family or your wife’s/husband’s?”
This question shows pointing fingers at who or what is to blame for the child’s condition. Parents may have no idea whether the condition was passed on by either of their families especially since genetic testing can be expensive. Even if they do have an answer, some parents feel that this is private information they are not comfortable sharing it with others.


#4 “Swerte yan!”
Remarks pertaining to how having a child with special needs is “lucky” are should not be said. Special children are not charms who will give luck and prosperity but they are simply human beings with their own personalities.

#5 “Sayang”
This word can deeply hurt a parent of a child with special needs as it is saying that they are not good enough or they are futile.Saying this to a parent of a differently-abled child shows a lack of recognition and appreciation of the child.


#6 “Maybe you should try this drug/diet/therapy.”
A parent of a child with special needs has enough to worry about. Although these suggestions may come with good intentions, it somehow suggests that the parent is not doing enough or making wrong decision for the child.

#7 Staring at the child. 
It is very offensive and very upsetting to stare at a special child. Staring is considered rude under any circumstances and for parents of children with special needs, the stares also come off as looks of judgment.

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