Sue Scheff: New Study Shows Boys Struggle in School – Could it be their attention span?
by Sue Scheff on Mar 19, 2010
Source: Connect with Kids
Boys Hate School
“Some of my teachers, they just get up there, they lecture, they write notes on the board for an hour and a half and that’ll be the class period and you can’t keep your attention very long.”
– Kevin, 16 years old
If education is the key to a child’s future, our boys may be in trouble. A new study from the University of Alaska shows that boys can’t read or write as well as girls and are far more likely to hate school and then drop out. Many experts wonder if the problem isn’t what boys hear all day long at school: to sit still, be quiet, and listen.
When 16 year old Will studies… it’s often at the last second. And his friend Kevin, 16, says his report card has more C’s and B’s than A’s.
Kevin admits, “I try and get through with the least amount possible. I honestly don’t want to work very hard. I just want to get through school, go to college, finish that off, get a job.”
In fact, new research shows that twice as many 12th grade girls are “proficient” at writing compared to boys and 41 percent of girls are “proficient” readers, compared to only 29% of boys.
Educational Psychologist Donna Wood McCarty, Ph.D., says, “To tell you the truth, I am deeply concerned about our boys in this country.”
Could the problem be the way classes are taught?
Experts suggest that many boys simply can’t sit for an hour or more while listening to a lecture… at least not as well as girls.
Will agrees. “Well, my last two periods are always the long lecturing teachers kinds of periods so I usually fall asleep.”
Dr. McCarty says, “I think that teachers should really attend to the fact that boys probably learn better in more actively learning situations and where they’re able to move around… do something… or where there’s some sort of visual-spatial component.”
Research is on-going about the different learning styles of boys and girls; in the meantime, experts say, parents can appeal to their school to appreciate the value of an active and energetic boy. “We’ve got to find ways in the school systems to help celebrate what boys bring to a classroom, and the energy and excitement they bring and the challenges they bring and help teachers learn to embrace that,” Dr. McCarty says.
She also she says – appeal to your son’s competitive spirit. Explain that right now school is the most important challenge in their life. “‘You as my son are going to have to recognize that your future depends on you being able to cope with this environment and deal with it as best you can.’ And I think if you throw down that gauntlet to your boy that might be an approach that might be meaningful.”
Related Information
What can parents do to help their sons perform better academically? Experts at the University of Illinois Extension say parents can do a great deal at home to enhance learning. First, it is important for parents to understand their son’s learning style – the way he processes information. Most children show a preference for one of the following three basic learning styles:
- Visual learners absorb information by watching. They call up images from the past when trying to remember. They picture the way items look in their heads. Forty percent of students fall into this category.
- Auditory learners tend to spell phonetically. They can sometimes have trouble reading because they don’t visualize well. These students learn by listening and remember facts when they are presented in the form of a poem, song or melody.
- Kinesthetic learners are taught best through movement and manipulation. They like to find out how items work and are often successful in the practical arts, such as carpentry or design. These students make up 50 percent of secondary students and have difficulty learning in a traditional setting.
How can you determine your child’s learning style? Here’s a simple way that might help. Ask him what comes to mind when he hears the word “dog.” Some people see a picture of the animal, others hear a bark and others feel the soft fur of the animal. Those who see a picture of a dog in their mind’s eye or see the letters are probably visual. Those who hear the bark are probably auditory learners. Those who feel the soft fur of a dog are probably kinesthetic. If your son is not performing well in school, you may want to explore the way information is being presented in class and approach the subject with your child at home using a different learning style. It is also a good idea to discuss this with your child’s teacher.
Tips for Parents
Helping students who are having trouble in school is something parents and teachers can do by working together. Experts say that when your son is experiencing academic difficulties, parents and teachers can assist by trying one or more of the following approaches:
- Make time to listen to your child’s fears or concerns and try to understand him.
- Set appropriate boundaries for behavior that are consistently enforced.
- Emphasize the importance of study skills and hard work, and follow through at home and in school.
- Arrange tutoring or study group support for your son at school or through community organizations, such as the YMCA.
- Provide a supportive home and school environment in which education is clearly valued.
- Become more involved in school activities by attending sporting events, concerts, science fairs, plays, etc., to show support for the school.
- Meet as a team with the student and a school counselor to share expectations for your son’s future and to figure out how to support his learning environment.
- As your son gets older, help him think about career options by arranging for visits to local companies and colleges.
References
- Family Education Network
- ERIC Clearinghouse
- University of Illinois Extension
Tags: Connect with Kids, Education, Parenting, parenting advice, Parenting Blogs, Parenting Tips, Parents Universal Resource Experts, Study Skills, Sue Scheff
Sue Scheff: Myth vs Fact: The truth about reform in Florida’s education system for teachers
by Sue Scheff on Mar 11, 2010
Myth vs. Fact: The Truth about Reform – This is interesting information about Florida’s system of our on of our most valued people; teachers. Teachers are who we trust with our children for many hours a day - five days a week. Teachers are the people that help us mold our children and prepare them for a bright future. There has been conflicting information about teachers and their salaries with consideration to what our children are learning.
Source: Foundation for Florida’s Future
Modernizing Teacher Evaluations, Tenure and Compensation for the 21st Century
Myth: The current process for evaluating teachers is fine the way it is.
- Fact: Last year, 99.7% of teachers in the state earned a “satisfactory” evaluation, yet 50% of our high school students, 35% of our middle school students and 30% of our elementary students didn’t make a year’s worth of progress in reading. (And 60%, 40% and 30%, respectively, were not reading on grade level.) That’s fine?
Myth: The bill will eliminate tenure in Florida.
- Fact: The bill doesn’t eliminate tenure for teachers in the classroom today. The courts have determined that tenure is a property right and can’t be taken away by the Legislature. The bill does end the practice of granting lifetime guarantee of employment after just three years in the classroom. Instead, new teachers will have annual performance contracts.
Myth: Annual tests are not a good measure of teacher effectiveness.
- Fact: Annual tests are an objective measure of the knowledge and skills students gain from one year to the next. If you believe teachers impact how much a student learns, then annual tests that measure progress are an objective measure of their effectiveness in the classroom.
Myth: It’s unfair to base teacher evaluations on student learning.
- Fact: Right now, teacher performance reviews are based on the observations and opinions of their principal – making these evaluations 100% subjective. Using data for 50% of the annual performance review makes the evaluation more objective – and therefore, more fair.
Myth: The bill punishes teachers whose students are below grade level.
- Fact: The bill doesn’t punish teachers whose students are not on grade level. The bill requires progress – what students learn during the year – to be considered. Teachers can’t control what their students know when they show up on the first day of school, but they do influence what they learn during the year in their class. In fact, measuring progress may benefit teachers who teach students with disabilities and low-performing students the most.
Myth: The bill cuts teacher pay.
- Fact: Under the bill, the more students learn, the more teachers earn. The bill requires at least half of teacher salaries to be based on whether students are learning. It also raises salaries for teachers in high-poverty schools and teachers of subjects that are in high demand, such as math and science.
Read more on Examiner.
Tags: Education, Foundation of Florida Education, Parenting, Parents Universal Resource Experts, Students, Sue Scheff, Teachers
Sue Scheff: Free Science Games to Excite and Inspire Your Kids
by Sue Scheff on Mar 05, 2010
Janet Murray recently posted a fantastic Blog that offers parents free and exciting games to inspire their children. She asked me to share it with my readers. As summer is around the corner, here are some great ideas to help your children have fun while they are learning!
60 Free Science Games to Excite & Inspire Your Kids
By this point, everyone realizes that there need not be any delineation between education and entertainment. Parents and teachers alike can supplement a student’s knowledge of biology, geology, physics, chemistry, and other scientific disciplines with literally hundreds of free games available online through a multitude of sources. The following list compiles 60 of the most popular ones, mostly involving some of the more popular subjects among children.
Funschool
1. Zoo Crew : Zoo crew teaches children interested in animals and animal behavior the proper terminology for certain groupings of species.
2. Animal Homes : In Animal Homes, kids pair up a number of different species with their appropriate habitats and learn the very basics of ecosystems and environments.
3. Wild Animals : With this interesting matching game, participants must identify animals based on their distinguishing characteristics such as horns, tails, and fur patterns.
4. Animal Safari : Functioning as both a scientific and vocabulary exercise, this game is perfectly suitable for very young audiences that teaches them the proper names of various popular animals.
5. What’s My Class? : More advanced young children may enjoy What’s My Class? if they want to learn about what animals qualify as what taxonomic category.
6. Animal Spot : This very easy matching game appropriate for the preschool set asks children to look at a pair of horns, coat pattern, or tail and pick the corresponding species.
7. Space Watch : Explore the Solar System with Space Watch, an interactive odyssey with excellent artwork and information on every planet.
8. Animal Tracks : Budding outdoors enthusiasts will have quite a bit of fun with this game that asks users to match animals with their respective footprints.
9. Space Patrol : The Space Patrol needs to save Planet X229, and the only way to do so is with a basic knowledge of the universe.
10. The Heart Facts : Learn all the fundamentals of one of animal life’s most integral organs and eventually test memory retention with an informative quiz.
11. Pet Party : Responsibility, pet care, and basic biology all factor into this unique game revolving around how to properly keep an animal companion safe, happy, and healthy.
12. Birds of a Feather : Any child fascinated by the birds flitting about outside will enjoy matching a series of birds up with their appropriate habitats as well as their shadows.
13. Fun Science : The life cycle of both plants and animals comprise the content of this game, where the objective involves placing different points in development in the proper chronological order.
14. Computer Whiz! : Computer Whiz! makes for a lovely educational tool revolving around the history of computers and technology.
15. Incredible Edibles : Teach kids all the fundamentals of proper nutrition and food science with this informative game that starts them on the road to healthy lifestyle choices early.
16. Earth Day : Pollution and its negative impact on the environment inspired this game, which asks kids to find the factors that cause contamination and hurt the planet.
17. Food Groups : Another nutritious game, this one involves dragging different foods into containers identifying the 6 food groups.
18. Element Lab : Discover the Periodic Table of Elements – the very core of chemistry – by matching different substances with their respective symbols.
19. Fun in the Garden : Home economics, botany, and food science collide with Fun in the Garden, which teaches children how to differentiate between fruits and vegetables.
20. Hungry Monkey : Appropriate for preschoolers and kindergartners, Hungry Monkey illustrates the differences between different types of fruits.
Apples4theteacher.com
21. Mammal Match : Participants are asked to match up a given animal with its appropriate sound, making for an excellent introduction for children interested in how other mammals communicate with one another.
22. Space Vocabulary Memory Game : Build a kid’s vocabulary and understanding of the universe beyond Earth with this simple memory game, which asks them to match a word with its corresponding picture.
23. Hangman Game : The classic game of hangman gets a biological makeover, and children playing this updated version walk away with a greater knowledge of animal classifications.
Weather Channel Kids
24. WeatherREADY Emergency Supplies : In this extremely useful resource, users must scramble to find the appropriate emergency supplies for instances of severe weather before the clock runs out.
25. WeatherREADY Severe Weather Challenge : Another excellent scientific and safety lesson for children from the Weather Channel, this game aims for an older set and teaches them about how to react to severe, potentially dangerous conditions such as thunderstorms, tornadoes, blizzards, and other forces of nature.
Discovery Kids
26. Make a Volcano : Learn all of the fundamentals regarding one of the most awe-inspiring – yet painfully devastating – geological formations on the planet with a fantastically detailed and informative game on all the different types of volcanoes and their eruptions.
27. Darcy’s Wild Life Quiz : A quick little overview of animal life that asks some rather advanced questions of older participants fascinated by zoology.
28. Stinky Animals Quiz : Another fun, low-pressure quiz for kids to enjoy, this time focusing on some of the more pungent beasts in the biosphere.
29. Shark Quiz : Sharks enjoy quite a bit of popularity amongst the younger set due to their sheer power and dangerous, mysterious habitat. With this short quiz, they can learn more about the giant cartilaginous fish they love so much.
30. Penguin Quiz : Children also enjoy the waddling quirkiness of penguins, and they can test their knowledge of these beloved birds against a series of short multiple-choice and true-or-false questions.
31. Croc Quiz : Fans of crocodiles and other large reptiles may find a bit of fun and enjoyment with this brief quiz that challenges everything they know about the animal.
Magic School Bus
32. Gets an Earful : Alongside Mrs. Frizzle and the Magic School Bus gang, children can learn about how sound works by matching up a noise with its appropriate maker.
33. Maze Craze : This engaging and extremely fun gave requires participants to navigate through a maze, picking up plants and animals to place in their proper environments along the way.
34. Monster Bugs : Educating and nurturing creativity are the two main goals of Monster Bugs, which asks kids to identify the proper body parts for certain bugs as well as create their own unique critters.
35. Pop Quizzes : Children have 8 different fun quizzes to choose from based on their areas of scientific interest, including insects, space, and the human body.
36. Space Chase : Mrs. Frizzle sends out clues regarding her location, and participants need to pick the planet based on her hints.
37. The Great Habitat Match-Up : Another game revolving around placing animals in their corresponding habitats.
38. The Adventures of Weatherlizard : Venerable Magic School Bus mascot Liz asks a series of questions regarding tornadoes, thunderstorms, and blizzards.
Energy Quest
39. Watt’s That?! : Host Flip Switch offers up a game show-style quiz asking questions about electricity, energy, and how to conserve them.
40. Watt’s That?! Jr. : With 6 different styles to choose from, a younger audience has another opportunity to learn about how power is generated and how it may be best preserved.
41. Test Your Energy IQ : Through California Energy Commission’s official website, the U.S. Department of Energy offers up two brief quizzes on conservation and generation.
KS2 Bitesize
42. Changing state : The BBC hosts a slew of games on its KS2 Bitesize site, and this one focuses on how matter can shift from a liquid to a solid to a gas – and back again.
43. Characteristics of Materials : Receive a quick overview of the different properties of some common materials such as glass and metal with this interesting little game.
44. Gases, liquids and solids : Another interactive activity regarding the different properties of matter, this time asking for participants to correctly categorize items as a solid, a liquid, or a gas.
45. Keeping warm : Children learn all the basics of heat transfer and warmth with this informative resource that asks them to find the best possible insulator in different situations.
46. Different changes : Receive a brief education in chemical and physical changes by trying to differentiate between the two with a series of varying scenarios.
47. Rocks and soils : Budding geologists get a chance to play with virtual rocks and understand their properties and categorizations.
48. Solids and liquids : Discover the very fundamental physics of hot and cold by achieving an objective demanding participants to find the freezing and melting point of various substances.
49. Living Things : These 10 mini-games cover everything from basic biology to health-related issues, with something to offer almost any interest.
50. Physical Processes : With 10 more games, participants can receive an education in the fundamental principles that drive the physical world.
Miscellaneous
51. Why Gravity Causes Things to Fall : Physics factors into this painless, easy game that has users drop balls from different famous landmarks and generates a real-time approximation of the event.
52. 4th Grade Magnetism and Electricity Review : Aimed at 4th graders, the Magnetism and Electricity Review allows at least 2 players to compete in related trivia.
53. Chemical and Physical Change Lab : Offered through Ohio University, the Chemical and Physical Change Lab helps participants learn how to tell the two different matter transitions apart.
54. Ocean Trivia Machine : This enjoyable little game generates a series of questions regarding oceanography for up to 2 players.
55. The Incredible Megacell : Kids who love biology will find plenty to love about this interactive activity, which educates them on all the different parts of a cell.
56. Who Wants to Win $1,000,000? – The Science Game : Compete against other students with a series of questions regarding all different areas of science – not for real money, however.
57. Lights Out! : Replace incandescent light bulbs with CFLs in a harried race against a burning house that also serves as a lesson in conserving energy.
58. Hot Stuff : Play 3 quick, traditional true-false, word scramble, and matching games relating to geothermal energy. All of the answers can be found elsewhere on the website.
59. Quiz Your Noodle: Astounding Animals : National Geographic offers up a great little quiz game feature facts about some of the most popular animals on the planet.
60. Cloud Matching Game : This simple matching game asks kids to pair up pictures of clouds with their respective labels in a quick meteorological lesson.
With these 60 games – and the myriad others available free of charge over the internet – both educators and parents alike can illustrate the basic principles of many areas of scientific studies in a way that engages children without talking down to or completely boring them. Whether they enjoy or need a leg up in geology, physics, chemistry, biology, or other studies, there is a game out there to help guide them through all the necessary fundamentals.
Source: MRI Technician Schools by Janet Murray janet.murray83@gmail.com
Tags: Education, Parenting, Parenting Blogs, Parenting Tips, Parents Universal Resource Experts, Science Games, Sue Scheff
Sue Scheff: The F-Word in Florida Education
by Sue Scheff on Feb 10, 2010
Every February, parents and students alike cringe when they hear that dreaded four-letter word – FCAT.
What exactly is the FCAT? According tot he Florida Department of Education, the Florida Comprehensive Assessment Test, or FCAT, is part of the state’s overall place to increase student achievement by implementing higher standards. The FCAT, administered to students in Grades 3-11, consists of criterion-referenced tests (CRT) in mathematics, reading, science, and writing, which measure student progress toward meeting the Sunshine State Standards (SSS) benchmarks.
Because the state uses the results for a variety of purposes, including student retention and school funding, a great deal of emphasis is placed on the FCAT. This can be quite stressful for both the children and the parents.
Some tips were supplied by Weston teachers and school counselors in Our City Weston.
- Practice makes perfect. It is beneficial for parents to provide an opportunity for daily FCAT practice.
- Consider tutoring. If your child needs extra help, take advantage of after-school tutoring and Saturday FCAT camps. Ask your schools about the times.
- Encourage “active reading.” This means reading with a pen or pencil in hand. Use your Post-It notes to designate spots you need to review or that need attention.
- Find the “proof.” Encourage your children to find the proof that answers are correct. Referring to text for textual support.
- Don’t skip school. Emphasize good attendance and punctuality for your child.
- Read test questions carefully.
- Instill confidence. According to the American School Counselor Association the most important thing a parent can do is encourage their child to do his or her best. Tell them you are proud of them.
February 9-11th the FCAT Writes exam starts. The reading, math and science exams start on March 9-19th. For more information visit Florida Dept of Education.
Being an educated parent will help you have prepared children!
Read more on Examiner.
Tags: Education, FCAT, Florida Education, Parenting, parenting advice, Parents Universal Resource Experts, Sue Scheff
Sue Scheff: Fathers Participating in School with Kids
by Sue Scheff on Nov 27, 2009
Source: Connect with Kids– Danny Montalvo, Father
The Obama Administration is holding a series of forums this fall about fatherhood and the roll that dad can play within the school. Studies show that moms outnumber dads 12 to one in the PTA and yet when dads get involved their child’s grades go up.
Andrew’s dad goes to school often. And when Andrew gets home, his dad helps with homework.
Andrew, who’s now 11, says, “He’s like, the best Dad in the world.”
But visiting his son’s school hasn’t always been easy for Danny Montalvo. Danny says, “When I first started doing this years ago it was very, very, scary. You know, I would go in and go places, and there were just moms there. I always felt like I was the odd man out.”
Research from the U.S. Department of Education shows when fathers visit the classroom and attend school events…their children get higher grades and are more likely to graduate.
Allan Kennedy, a licensed professional counselor in Atlanta says, “I think it also helps the teacher’s perception of the student, when the dad is involved.”
The research shows having dad at school even helps kids who don’t live with their fathers. Kennedy says, “Particularly in a situation where mom and dad can still communicate effectively, his involvement in the school, even though he’s not at home at night maybe to do all the homework with the child, research shows real clearly that the number of young men getting A’s in a class is almost double, then when just the single mother does it by herself.”
He says, at first, it’s normal for dads to feel uncomfortable at school. “However, the more you get involved and push through that discomfort, the more comfortable you will feel, obviously, and the more that your son will see that comfort level growing, and the more he’ll believe in the importance of having you there,” says Kennedy.
Studies show that the risk of juvenile delinquency, substance abuse, sexual abuse, early pregnancy and dropping out of high school is six times higher for children whose biological fathers are not part of their lives. Other research indicates fathers who are interested in their children’s activities increase the chances that they will stay involved with those activities. Consider the following:
■Girls who grow up without a biological father are likely to physically mature faster, reach puberty at a younger age than their peers and have earlier pregnancies.
■The most significant influences on children’s choices of how they spent their free time were their own personalities and their parents’ interest in their activities.
Taking an active role in school activities, such as PTA meetings, is just one way fathers can get more involved in their children’s lives. Most children yearn for two parents. And most parents would agree that parenting is one job that requires more than one adult. New research supports these ideas.
Seventy percent of men between the ages of 21 and 39 say they are willing to give up some pay for time with their families. A recent poll indicates that the majority of men today are more involved in childrearing and maintaining their households than their fathers ever were.
Fathers may find the time when their children reach puberty to be difficult or uncomfortable. But their continued interest and support is essential for their children’s healthy development. Children gain positive reinforcement from fathers who express interest in their various activities. A father’s presence is especially significant during adolescence. Consider the following:
■Young children may take the absence of their father as a personal rejection. They begin to think their dad is not around because there’s something wrong with them.
■It’s more important for a dad to be at home and around for his kid’s extracurricular activities than putting in inordinate hours at the office. Dad’s presence is more desirable to a child than life’s luxuries.
■Parents, and especially fathers, influence their children throughout middle adolescence.
■Parental participation transcends gender and relates to a mutual respect and admiration between the parent and child.
■It is necessary for all parents and children to participate in enjoyable experiences together.
■HealthDay
■Psychology Today
■Time Magazine
■USA Today
Tags: Connect with Kids, Education, Fathers Participation, parenting advice, Parenting Resources, Parenting Teens, Parents Universal Resource Experts, Schools, Teen Depression
Sue Scheff: Students Getting Paid for Good Grades?
by Sue Scheff on Nov 06, 2009
We have read about this and heard about this controversy lately. Like with many situations, there are several sides of the story. Many can remember being rewarded for a good report card, however today it almost seems like we are paying our kids to do well – in reality, shouldn’t they want to be successful so someday they will earn their own money? Let’s not answer that – today’s society is a new generation. I am not speaking about all teens, however the sense of entitlement has reached a level that is disturbing to many parents and teachers.
Here is a recent article from Connect with Kids that offers boths sides of this issue as well as some tips.
Source: Connect with Kids
A Little Incentive
“Money is a good incentive for kids to have especially if the don’t have any previous motivation.”
– Jeremiah, 17 years old
Schools in some of the biggest cities in America- Washing D.C., Chicago, New York City- are trying to motivate kids in school with money, giving them cash for good grades. And in some schools it’s working. Nearly forty percent boost in test scores. But, of course, it’s not without controversy.
Kids have a lot to say about getting paid for getting good grades. Is money the great academic incentive?
“I wouldn’t be mad if the school paid me twenty bucks for each “A” that I received,” says Timothy.
Seventeen-year old Lauren says, “I’ve been paid for getting good grades since I was younger.”
“I think it’s an okay thing. There should be a reward for getting good grades,” says William, 16.
But should that reward be money?
“I feel that might be a good incentive for students to make good grades. However, that might increase cheating,” says Amanda.
Some kids say money for grades is a bad idea because the emphasis is misplaced.
“I think that’s kinda crazy because kids should do well because they want to do good in life,” says Matthew, 17.
Fourteen-year old Elizabeth agrees: “Well, I think it kind of loses sight of the goals that schools try to teach you because schools try to teach you to work hard so you get into a good college, so you get a good job.”
Education has never been more important. So, what is wrong with a little incentive, even if it is money?
“It may get some short-term results because it’s a novel idea. It’s something that’s tangible,” says Peter Zervakos, a high school principal. “It’s a quick reward. Everyone enjoys money.”
But Zervakos says consistently rewarding kids with money could create a “what’s in it for me?” attitude.
“At what point does the person learn that you’ve got to do things simply because that’s your responsibility?” says Zervakos.
He says kids need to be internally motivated. They need to be reminded that with or without rewards, working hard for grades is what is expected of them. But he concedes kids do need a little recognition every now and then for a job well done.
William thinks that’s a good idea. “It’s nice to have a little incentive along the way, just to keep you going.”
Gold stars and smiley face stickers, once the rewards for good grades, have been replaced with cold, hard cash. The Sparks Program, in New York City, pays 7th grades up to $500 and 4th graders up to $250 for their performance on 10 assessments. Since its inception last year, students have improved their scores in state tests by as much as 40 percentage points.
For example, at PS 188 on the Lower East Side, 76 percent of fourth-graders met or exceeded state benchmarks in English — 39.6 percentage points higher than last year, when the kids were in third grade.
At MS 343 in The Bronx, 94 percent of seventh-graders met or surpassed state standards in math this year — 37.3 points higher than last year, when the students were sixth-graders.
Many parents agree with the school officials and say giving children money for exceptional work is simply a reflection of the business world. Parents feel hard working students deserve to be rewarded monetarily, just as adults are, and that cash is an appropriate incentive as long as it brings home the good grades. In fact, many parents use money as an incentive at home as well, with each “A” earning $10 and each “B” $5.
Other parents disagree. They feel students should strive to succeed to get ahead in life, not to receive cash. Many believe teachers, schools and parents are sending the wrong message and that students should not grow up expecting to earn rewards for tasks naturally expected of them. The argument is that it is a child’s duty and responsibility to earn good grades and money should not be the motivation.
Tips for Parents
Is it a good idea to give cash in exchange for good grades? That is something each family must discuss and decide. Evaluate your teen’s grades. If the grades are good, continue with the plan you are using. If the grades could use some improvement, take the opportunity to discuss the importance of good grades. Explain how good grades will help them children into the college of their choice.
If this does not work, consider a reward system. Ask them what they would like to receive for grades. If money seems to be the best motivator, but you are not comfortable handing over cash for them to “blow,” you do have some options that will motivate and educate.
One option is to take the opportunity to teach your teen the value of a dollar. Family Education Network suggest the following tips:
- Once a dollar amount is established, sit down with your teen and establish a money management program or financial plan.
- Begin by designating 35 percent of their “grade money” as free spending money. This would be theirs to do spend as they wish. At least half, in this example 65 percent, must be saved.
- Your teen can open their own savings account, or if you are stock and mutual fund savvy, try to get them investing early and on a regular basis.
- Have your teen give a percentage, 10 percent for example, to charity.
If you are uncomfortable with rewarding good grades, consider other options for helping them achieve academic success. One of the most important things you can do to help your teen succeed in school is to become involved. Consider the following ideas suggested by the American Federation of Teachers:
- Know your child’s school family. The teacher is the primary player in your child’s school environment, but there are others (such as counselors and librarians) who make a valuable contribution. Attending parent-teacher conferences, open-school nights and other events are the best way to get acquainted with these important people.
- Expect success at school. Children work best when they know what you expect of them. Discuss these expectations with your children — expectations for good grades, attendance and study habits. Encourage them to take courses that will challenge them, but not overwhelm them. For example, high school students usually can choose from several English courses and several mathematics courses. Discuss these and other course options with your children. Make sure they are choosing courses that will interest and challenge them.
- View unsatisfactory grades as an opportunity. All parents want their children to receive good marks and advance to the next grade, but do not expect a teacher to give your children a grade or honor that they have not deserved. Make it clear to your child that grades are not ”given” – they are earned. If your child receives an unsatisfactory report card, use this as an opportunity to restate your own commitment to high standards. Discuss with your child (and the teacher) what he or she will need to do differently to improve the grade and advance to the next level.
- Help your child keep pace. Absences, family problems and other distractions make it difficult for a student to keep up with lessons and assignments during the school day. Ask a teacher if your school district offers after-school tutoring, summer programs or other activities that can prevent your child from falling behind.
- Monitor your teen’s part-time job. For many teenagers, holding a part-time job is an important rite of passage into adulthood. It teaches students about the working world and how to manage money. But a part-time job can cut into study time and add to the stress of teen years. Grades can fall, and attendance can suffer.
References
- American Federation of Teachers
- Family Education Network
- Miami Herald
- New York Post
Tags: Connect with Kids, Education, Parenting, parenting advice, Parenting Resources, Parenting Teens, Parents Universal Resource Experts, Studying, Sue Scheff, Teen Help, Teen Study Skills
Sue Scheff: What is Your Child’s Report Card Saying?
by Sue Scheff on Nov 01, 2009
In many areas the first quarter of school as ended, which means we have either very proud parents, or disappointed ones. Is your child underachieving? Not working up to their potential? Are they exceeding your expectations?
Whatever your child’s is saying to you, open those lines of communication, whether it is praise or concern, take the time to have a conversation. Here is a recent article from Education.com that offers some great insights and advice.
Source: Education.com
By Skila Brown
It’s here. The dreaded first home delivery of the report card. Whether you’re pulling it out of a backpack or pulling it up on a computer screen, there’s a moment of anticipation and maybe even dread. Indeed parents seem obligated to use the report card moment as a pep talk. But experts aren’t sure this is the right way to go.
Maria Pickard, guidance counselor in Memphis, Tennessee, warns parents against saying too much. “Students come to rely too heavily on their parents’ reaction to their scores. When what we really want is to have them reacting themselves. If parents could just use that moment to get their kids thinking for themselves about how they did, report cards would be a more effective tool for motivating kids to perform better.”
The most basic advice for parents is to ask open-ended questions instead of yes-or-no ones. Think of the report card as a conversation-starter. A way for your child to talk about how she’s doing in each area, what is easy or hard for her, and how you can help her to do better.
Here are more tips for talking about report cards with your child:
- Ask your child how she thinks she did. This opens up the dialogue for any problems she’s having in the class or reasons for a less than stellar performance. And it sets the tone for parents to listen.
- If the teacher is commenting on your child’s chattiness or inability to listen, don’t set yourself up for an argument. Instead of asking why he’s chatty or why she can’t sit still, ask, “Why do you think the teacher feels you have trouble listening?” Getting your child to explain from the teacher’s point of view enables him to think about how his actions are being interpreted.
- Offer specific praise and encouragement instead of broad statements. Try: “You worked very hard to bring up your math grade this period,” instead of “Great job in math.”
- Separate your child from his grades. No parent wants his child to feel his self-worth is derived from what teachers say about him. Consider statements like, “I love you, but I don’t like this report card” as a way to distinguish between the two.
- Focus on a way to do better. Instead of telling your child to pull up her history grade, talk together to find a way she can improve her scores in that class. Come up with a plan. Write it down. Finally, communicate it to the teacher, so that you’re all on the same page.
- Handle praise with care. If your child consistently brings home amazing report cards, it may be difficult to know what to say. “Good job” loses its meaning and has almost no affect. Consider reminding your child how she got those grades, and prompting her to find some self-satisfaction. “I am not surprised you have all these great grades on your report card. I saw you working very hard this term and it looks like it’s paid off. I bet you feel very proud!”
How big of a deal should you make about report cards? Well, that usually depends upon your child. If he’s visibly stressed out because his report isn’t perfect, your reaction should be very low-key. If she seems ambivalent about the negative comments and poor grades, you’ll probably want to emphasize it more.
Remember that report cards are simply a way for your child’s school to formally record his progress. Progress is the key. It’s a way for you to see what your child is learning and how he is performing in school. But it’s not the final say on how smart he is. If we approach report cards with that attitude, we’ll be able to offer the encouragement our child needs for success in school.
Follow Education.com on Twitter @Education_com
Tags: Education, Education.com, Parenting, parenting advice, Parenting Teens, Parents Universal Resource Experts, Report Cards, Schools and Teachers, Sue Scheff
Sue Scheff: Reduction in School Psychologists
by Sue Scheff on Sep 13, 2009
With today’s economic struggles, more people are losing jobs and that includes teachers and others that work in the education system. During the recent cut in funds for schools, we are seeing a reduction in school psychologists. In reality, this may be the time our kids need the most help. Many are not familiar with recession, why their families are cutting back, maybe not taking that family vacation, or can’t have those name brand trendy clothes.
Source: Connect with Kids
Few School Psychologists
“They’re spread thin, and they usually serve a handful of schools each. So they might be in one school one day and another school the next day.”
– Frank Smith, state director of psychological services
Cuts in state and local funding due to the recession are taking a toll on our schools. Here’s just one more example: school psychologists. They’re trained to help kids deal with all kinds of personal and academic problems, but today we have too many students and not enough psychologists.
Last year, 16-year-old Kristen was sometimes depressed and angry, and she kept it all inside, at least until she joined a group discussion at school. “When you don’t talk to people, you get bottled up, and then you end up exploding, and then end up doing something you wouldn’t have done otherwise,” she says.
School psychologists, like Anne Ferris who serves Kristen’s school, are trained to spot potentially explosive students. She helps kids like Kristen open up and talk.
“What’s going on in your personal life — so much affects how well you can learn, your studying, your habits, your ability to concentrate and listen to the teacher,” says Ms. Ferris.
“It’d be great if all kids came to school absolutely motivated and ready to learn, the reality is many don’t,” says Frank Smith, director of psychological services for the Georgia Department of Education. “They bring in a lot of baggage with them — some of them with very serious problems — and it does take specially trained people to ferret out those problems and design a plan to neutralize those problems, so the child can have success.”
The National Association of School Psychologists recommends a minimum of one psychologist per 1,000 students. That’s the minimum. By that measure, right now in America, we are short 20,000 school psychologists.
“They’re spread thin,” says Smith, “and they usually serve a handful of schools each. So they might be in one school one day and another school the next day.”
Experts say if your child’s school is short-handed, be proactive. Encourage your child to talk and watch for signs of trouble — whether academic, social or emotional — and finally, if you have to, askfor help.
“Parents need to trust their gut instincts,” says Smith. “If they’re feeling like something’s wrong and they need to be doing something, they are probably right.”
Tips for Parents
School psychologists help children and youth succeed academically, socially and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments for all students that strengthen connections between home and school. The National Association of School Psychologists says there is a serious shortage of school psychologists nationwide, especially in rural areas. As a result, experts say the shortage of school psychologists in rural areas is making it tougher for districts to meet federal academic standards. School psychologists help students with learning disabilities and those who respond to different teaching styles or techniques. School psychologists also can detect and prevent situations involving potentially “explosive“ students.
- School psychologists are highly trained in both psychology and education. They must complete a minimum of a post-Master’s degree program that includes a one-year internship.
- School psychologists must be certified and/or licensed by the state in which they work.
- School psychologists may be nationally certified by the National School Psychology Certification Board (NSPCB).
- School psychologists work with students individually and in groups.
- They also develop programs to train teachers and parents regarding effective teaching and learning strategies, effective techniques to manage behavior at home and in the classroom, working with students with disabilities or with special talents, abuse of drugs and other substances and preventing and managing crises.
All children and adolescents face problems from time to time. They may be afraid to go to school, have difficulty organizing their time efficiently, lack effective study skills, fall behind in their school work, lack self-discipline, worry about problems occurring at home, be depressed or anxious, experiment with drugs and alcohol and even think about suicide.
To intervene effectively, parents need to know some common characteristics of adolescents at risk for school failure. These characteristics include:
- Attention problems. The student has a history of attention issues at school.
- Poor grades. The student consistently performs at barely average or below average levels.
- Retentions. The student has been retained in one or more grade levels.
- Absenteeism. The student is absent five or more days per term.
- Lack of connection with school and community activities. The student is not involved with sports, music, scouting, or other extracurricular activities.
- Behavior problems. The student may be disciplined frequently in school or may show a sudden change in school behavior, such as withdrawing from classroom discussions.
- Lack of confidence. The student believes that success is linked to natural intelligence rather than to hard work and that his or her own ability is insufficient and cannot be changed or improved.
- Limited goals for the future. The student seems unaware of what career options are available or how to attain those goals.
While these topics are items to watch for in your child, it is always best to trust your instincts. If you feel there is a problem with your child, talk to them. Open lines of communication are proven to be the best defense in keeping your child healthy. If you feel a serious, life-threatening situation exists, seek professional help immediately.
References
- The Dayton Daily News
- National Association of School Psychologists
- Talk With Your Kids
Tags: Connect with Kids, Education, National Association of School Psychologist, Parenting, parenting advice, Parenting Teens, Parents Universal Resource Experts, School Pyschologists, Sue Scheff, Teen Health, Teen Help
Sue Scheff: Students Cheating with IPods
by Sue Scheff on Aug 22, 2009
Parenting today seems to become more challenging than years past. The advancement of technology, cell phones, IPhones, Blackberry’s, computers, MP3 players, IPods etc…. Teacher have more to be aware of now as well as monitor. Cheating has always been an issue, however now it is becoming easier, which isn’t beneficial to your child’s education. Learn more and become an educated parent.
Source: Connect with Kids
Cheating with IPods
“It is kind of obvious, but teachers don’t really notice. They just think you are listening to music.”
– Danny, 16 years old
A new survey of young people from Common Sense Media shows more than one- third of all students admit to using their cell phones to cheat on a test. This has prompted many schools to ban them in the classroom, but cheaters have found another hi-tech weapon.
“[Students] will be looking at the test, and they will just have their iPod on their desk, and they will be scrolling down the information on it,” says 16-year-old Danny.
Because the latest iPods display word documents, some students will download cheat sheets.
“I know somebody who does it all the time, and he hasn’t gotten caught yet,” says Carlton, 18.
Other kids will speak the answers into their iPods while studying, then play them back during a test.
“It is kind of obvious, but teachers don’t really notice. They just think you are listening to music,” says Danny.
“Except for maybe the young teachers, I don’t think the older teachers know much about iPods or any new technology,” adds Joie, 16.
According to the non-profit group Common Sense media, 65 percent of students have heard or seen other students use hi-tech devices to cheat.
And one-third of students admit to cheating themselves.
Still, some kids say that cheating with an iPod is uncommon, partly because it takes too much work.
Nick, 18, says it’s just too much trouble. “If you are going to be wasting your time finding out how to get answers on an iPod, you might as well just study.”
Blake, 16, says there are easier ways to cheat. “I’d rather just go in and copy off of someone else.”
Experts say parents should make sure their kids understand that cheating has consequences.
For example, says 18-year-old Marquis, “I heard of some kid who was taking the SATs and his sister recently passed it. She texted him the answers or something, and he got expelled.”
Amber, 16, says the biggest deterrent is her own conscious. “It makes you feel guilty. It makes me feel guilty when I cheat.”
Tips for Parents
A recent edition of the “Report Card on the Ethics of American Youth,” a comprehensive national survey on the ethics of young people administered by The Josephson Institute of Ethics showed the following concerning high school students:
- Nearly two-thirds (71 percent) admit they cheated on an exam at least once in the past 12 months (45 percent said they did so two or more times)
- Almost all (92 percent) lied to their parents in the past 12 months (79 percent said they did so two or more times)
- Over two-thirds (78 percent) lied to a teacher (58 percent two or more times)
- Over one-quarter (27 percent) said they would lie to get a job
- Forty percent of males and 30 percent of females say they stole something from a store in the past 12 months
These statistics seem to be indicative of a drift away from the morals and values that parents traditionally associate with society in the United States. In the press release accompanying the preliminary result of the survey, Michael Josephson, founder and president of the Josephson Institute of Ethics and CHARACTER COUNTS!, called on politicians to recognize the vital importance of dealing with “shocking levels of moral illiteracy” as part of any educational reform package. Saying the survey data reveals “a hole in the moral ozone,” Josephson added: “Being sure children can read is certainly essential, but it is no less important that we deal with the alarming rate of cheating, lying and violence that threatens the very fabric of our society.”
When discussing issues of morality and values, how can a parent illustrate what it means to be a person of character? The Center for the 4th and 5th R’s provides the following examples of characteristics of an individual with a positive character. For example, a person of character …
Is trustworthy:
- Honesty – Tell the truth. Be sincere. Don’t deceive, mislead or be devious or tricky. Don’t betray a trust. Don’t withhold important information in relationships of trust. Don’t steal. Don’t cheat.
- Integrity – Stand up for your beliefs about right and wrong. Be your best self. Resist social pressures to do things you think are wrong. Walk your talk. Show commitment, courage and self-discipline.
- Promise-keeping – Keep your word. Honor your commitments. Pay your debts. Return what you borrow.
- Loyalty – Stand by, support, and protect your family, friends, employers, community and country. Don’t talk behind people’s backs, spread rumors, or engage in harmful gossip. Don’t violate other ethical principles to keep or win a friendship or gain approval. Don’t ask a friend to do something wrong.
Treats all people with respect:
- Respect – Be courteous and polite. Judge all people on their merits. Be tolerant, appreciative and accepting of individual differences. Don’t abuse, demean or mistreat anyone. Don’t use, manipulate, exploit or take advantage of others. Respect the right of individuals to make decisions about their own lives.
Acts responsibly:
- Accountability – Think before you act. Consider the possible consequences on all people affected by actions. Think for the long-term. Be reliable. Be accountable. Accept responsibility for the consequences of your choices. Don’t make excuses. Don’t blame others for your mistakes or take credit for others’ achievements. Set a good example for those who look up to you.
- Pursue excellence – Do your best with what you have. Keep trying. Don’t quit or give up easily. Be diligent and industrious.
- Self-control – Exercise self-control. Be disciplined.
Is fair and just:
- Fairness – Treat all people fairly. Be open-minded. Listen to others and try to understand what they are saying and feeling. Make decisions which affect others only on appropriate considerations. Don’t take unfair advantage of others’ mistakes. Don’t take more than your fair share.
Is caring:
- Caring and kindness – Show you care about others through kindness, caring, sharing and compassion. Live by the Golden Rule. Help others. Don’t be selfish. Don’t be mean, cruel or insensitive to other’s feelings. Be charitable.
Is a good citizen:
- Citizenship – Play by the rules. Obey laws. Do your share. Respect authority. Stay informed. Vote. Protect your neighbors and community. Pay your taxes. Be charitable and altruistic. Help your community or school by volunteering service. Protect the environment. Conserve natural resources.
According to experts at CHARACTER COUNTS!, character building is most effective when you regularly see and seize opportunities to …
- Strengthen awareness of moral obligations and the moral significance of choices (ethical consciousness).
- Enhance the desire to do the right thing (ethical commitment).
- Improve the ability to foresee potential consequences, devise options and implement principled choices (ethical competency).
When trying to instill morals and values to your child, experts at CHARACTER COUNTS! say it is important to …
- Be consistent – The moral messages you send must be clear, consistent and repetitive. Children will judge your values not by what you say but by what you do and what you permit them to do. They will judge you not by your best moments but by your last worst act. Thus, everything you say and do, and all that you allow to be said and done in your presence, either reinforces or undermines the credibility of your messages about the importance of good character. Over and over, use the specific language of the core virtues – trustworthiness, respect, responsibility, fairness, caring and citizenship – and be as firm and consistent as you can be about teaching, advocating, modeling and enforcing these “Six Pillars of Character.” When you are tired, rushed or under pressure you are most tempted to rationalize. It may help to remember that the most powerful and lasting lessons about character are taught by making tough choices when the cost of doing the right thing is high.
- Be concrete – Messages about good attitudes, character traits and conduct should be explicit, direct and specific. Building character and teaching ethics is not an academic undertaking; it must be relevant to the lives and experiences of your children. Talk about character and choices in situations that your children have been in. Comment on and discuss things their friends and teachers have done in terms of the “Six Pillars of Character.”
- Be creative – Effective character development should be creative. It should be active and involve the child in real decision-making that has real consequences (such as teaching responsibility through allocating money from an allowance or taking care of a pet). Games and role-playing are also effective. Look for “teaching moments,” using good and bad examples from television, movies and the news.
References
- The Josephson Institute of Ethics
- CHARACTER COUNTS!
- Center for the 4th and 5th R’s
- “Turn It In” Plagiarism Prevention Program
- National Education Association
Tags: Cheating, Connect with Kids, Education, Parenting, parenting advice, Parenting Blogs, Parenting Teens, Parenting Tips, Parents Universal Resource Experts, Sue Scheff, Teen Help
Sue Scheff: Self-Advocacy in the Classroom
by Sue Scheff on Aug 19, 2009
A very timely article was just posted on the fantastic website of Education.com about helping your child help themselves when they start school. Here are some educational tips and resources, take the time to be an educated parent.
Source: Education.com
Take Charge! Self-Advocacy in the Classroom
By: Merry Gordon
As a parent, you want what’s best for your child, and that includes a solid education. But recent sweeping budget cuts at the federal and state level may have rendered your child just one face in a crowd of 30—or even 40—other kids clamoring for the attention of one teacher. How can you make sure your kid isn’t just another name on the roster? Now more than ever, children need to learn how to become self-advocates in the classroom. This term has been more often applied to special needs students, but all students can benefit from the concept of self-advocacy. When children can communicate what they need, what their resources are and what they can do to achieve their goals, they become partners instead of pawns in the academic experience.
Step One: Self-Inventory
The first step in teaching children self-advocacy is teaching them to first understand themselves. Help children take inventory of their strengths and weaknesses. These can be social, academic, or even physical—anything that impacts their classroom performance. For example, perhaps your sixth grader is a math whiz, but he struggles to see the board at times because of vision issues. Your high schooler may feel competent at poetry, but challenged when it comes to term papers. Often, self-analysis is one of the hardest steps in self-advocacy: it is difficult for children to evaluate themselves both honestly and thoroughly, and sometimes young children don’t even have the vocabulary to talk about their strengths and weaknesses in this way.
If children are having a hard time assessing themselves, consider looking to a classroom teacher for input. This may not necessitate a separate conference; instead, it might be as easy as looking at the teacher’s most recent comments (both complimentary and critical) on a report card or series of essays. For young children who struggle with self-assessment because of language barriers, try asking simple feeling questions: “How do you feel in science class?” If the answer is “frustrated” or “scared,” there may be an issue worth looking into.
Finally, help your children set realistic and specific goals based on the things that challenge them most: “I want to get better at math” is too vague and difficult to measure, but “I want to memorize my multiplication tables through 12 and do well on the next test” is specific, reasonable and easy to assess. Support your child in writing these goals down in a notebook or on a calendar for future reference. This encourages your child to take ownership of his or her education, an important cognitive shift in becoming a better learner.
Step Two: Locating Resources
Once you have helped your child identify his or her strong points and challenges, it’s time to identify potential resources. It’s a good idea to jot these down by the goals, as the two go hand in hand. If your child is a special needs student, you as a parent will want to be aware of his legal rights as established by federal law—this will give you some idea as to what kind of entitlements are guaranteed to your child in the classroom. But all children are entitled to a good education, regardless of whether or not they are on IEP or 504 plans. Have your child do some research on what resources are available in the classroom—does your son’s 1st grade teacher do before-school tutoring? Does your daughter’s chemistry professor keep a web page with links to help children with difficult concepts? Is there a retesting policy? Many schools sponsor after-school tutoring or open library hours, too; check your school’s website or handbook for information on what is scheduled. It’s important to keep your children as involved as possible in locating resources, as personal involvement increases their accountability.
Identifying support beyond the classroom teacher and school can also be helpful. Perhaps your child knows that a friend is doing well in a class that she is struggling in; this person might be a valuable ally as a peer tutor. Local libraries, if they don’t have study groups formally scheduled, will often at least have separate study rooms that offer a quiet place to work. Outside agencies such as Kaplan or Sylvan may offer specialized academic services (SAT and ACT prep among them) in your community—but for a price. Talk to your child. Keep all options open, and see what seems to make him or her most comfortable.
Step Three: Taking Action
With goals and resources in mind, your child is now fully equipped to take action. The first part of that involves being able to communicate his or her expectations and goals to the classroom teacher. Kids might be more comfortable doing this in writing rather than approaching the teacher face-to-face; either way, it is important for them that they are given the chance to articulate their academic needs instead of depending on a parent to do it for them. Encourage your child to be as specific as possible when approaching a teacher: saying “I’m bad at English and I need help” isn’t as likely to get results as “I’m having a hard time with verbs—can I come in for tutoring on Tuesday morning? Also, it’s difficult to see the board sometimes, so could I be moved to the front?” Educators who see that a student is self-aware, motivated and able to set precise goals are almost always eager to help. This kind of behavior gets kids noticed—and in the best possible way. Teachers are not mind-readers, and all too often (especially in larger classes), children’s needs are often overlooked simply because the teacher is unaware that problem even exists.
Once your child has enlisted his or her classroom teacher’s aid, it’s time to start taking action. This means following through—referencing the written goals and resources, showing up for tutoring, managing time wisely, etc. Kids who have gone through the entire process of self-analysis, goal-setting and communicating with teachers are likely to be successful in meeting those goals.
Step Four: Evaluating
Too many times parent-teacher conferences consist of just that—the parent, and the teacher. But children themselves are the most integral part of the equation of classroom success. Take your children to conferences, help them to reflect on their goal-setting with their instructors present and encourage them to (politely, of course) speak up and be heard in the classroom. They know themselves, and it’s this kind of academic awareness and confidence that can be the difference between being a name on the roster and a full participant in a personal educational partnership.
M.L. Gordon has taught a wide range of subjects, from seventh grade drama to college-level English. She has a Master’s in secondary education and currently teaches high school language arts in Arizona.
Identifying support beyond the classroom teacher and school can also be helpful. Perhaps your child knows that a friend is doing well in a class that she is struggling in; this person might be a valuable ally as a peer tutor. Local libraries, if they don’t have study groups formally scheduled, will often at least have separate study rooms that offer a quiet place to work. Outside agencies such as Kaplan or Sylvan may offer specialized academic services (SAT and ACT prep among them) in your community—but for a price. Talk to your child. Keep all options open, and see what seems to make him or her most comfortable.
Step Three: Taking Action
With goals and resources in mind, your child is now fully equipped to take action. The first part of that involves being able to communicate his or her expectations and goals to the classroom teacher. Kids might be more comfortable doing this in writing rather than approaching the teacher face-to-face; either way, it is important for them that they are given the chance to articulate their academic needs instead of depending on a parent to do it for them. Encourage your child to be as specific as possible when approaching a teacher: saying “I’m bad at English and I need help” isn’t as likely to get results as “I’m having a hard time with verbs—can I come in for tutoring on Tuesday morning? Also, it’s difficult to see the board sometimes, so could I be moved to the front?” Educators who see that a student is self-aware, motivated and able to set precise goals are almost always eager to help. This kind of behavior gets kids noticed—and in the best possible way. Teachers are not mind-readers, and all too often (especially in larger classes), children’s needs are often overlooked simply because the teacher is unaware that problem even exists.
Once your child has enlisted his or her classroom teacher’s aid, it’s time to start taking action. This means following through—referencing the written goals and resources, showing up for tutoring, managing time wisely, etc. Kids who have gone through the entire process of self-analysis, goal-setting and communicating with teachers are likely to be successful in meeting those goals.
Step Four: Evaluating
Too many times parent-teacher conferences consist of just that—the parent, and the teacher. But children themselves are the most integral part of the equation of classroom success. Take your children to conferences, help them to reflect on their goal-setting with their instructors present and encourage them to (politely, of course) speak up and be heard in the classroom. They know themselves, and it’s this kind of academic awareness and confidence that can be the difference between being a name on the roster and a full participant in a personal educational partnership.
Tags: Back to School, Education, Education.com, Parenting, parenting advice, Parenting Blogs, Parenting Resources, Parenting Teens, Parenting Tips, Parents Universal Resource Experts, Sue Scheff, Teen Help
