What an image can tell us

One of my greatest tools in working with children is a chart that simply has faces on it expressing different feelings. These faces include a range of feelings from feeling happy, sad, joy, calm. angry, embarrassed etc. Children just love choosing one to talk about how they feel on that day. This is a wonderful way of engaging with them easily, as often younger children have difficulty expressing their feelings.

I have other more sophisticated charts to express feelings but all our students choose the simpler, easy to translate chart. Parents may find such a chart a great tool at home in inviting children to talk about their emotions. It is visible, clearly understood and gives parents an easy access to the child's emotions. These charts can be obtained in some news agencies or can be drawn up at home and laminated. One again this is a visible, easy to understand way of expressing feelings.

Building a picture of success

Never underestimate the value of simple sticker charts. These can be set up on the fridge at home or anywhere visible to the family. When a child receives a sticker, it is about achieving some success in a goal that you are setting.

Remember, to keep the goal simple and to set up the environment for the child to be successful. A simple coloured sticker goes a long way with reminding children that they are capable of being successful. They also love the visual impact, especially when they see the stickers building in number.

Talking about the growth on the chart is also affirming their ongoing success.

A few tips with sticker charts.

Keep the goal simple. Let them achieve their goal perhaps after a few stickers. Children struggle with long term goals. Celebrate at the end with some agreed rewards. Occasionally, mention how successful they were in achieving those goals.

Children in primary settings are very familiar with setting goals and so this habit will be consistent with how teachers work at school. It is common that at parent teacher chats, children will talk about the goals they set in class and how they are working towards achieving them.

It's all about building a healthy process in being successful.

Enjoying the process

Did you ever see the Australian Film, “The Castle” ?

Michael Kerrigan loved his wife's cooking. This was a wonderful example of affirming and celebrating the effort. Yes I agree the story was exaggerated but nonetheless it highlighted how affirming people's efforts spurs them on to greater heights.

Children particularly respond to affirmation along the way. This means that we acknowledge their progress and not wait till the work is complete.

For example, “You have started your homework. Well done.”

“I love the way you got up in time for school.”

It is all about celebrating the journey.

”Thanks for putting away your clothes. Well Done”

Applaud the small efforts many of which we just take for granted. This gives the child the understanding that they are valued.

A great trick of mine is to always make some small affirmation if a child enters my office. This gives me some brownie points as the child feels appreciated. “ Thanks for visiting me, I appreciate how you entered so quietly”. Immediately we are on a good footing! Even if we need to talk about some serious matters.

It is all about demonstrating to your child that you value their efforts. It's also teaching about gratitude. This is a word we hardly hear mentioned these days.

How to talk to my child when they feel anxious.

No absolute answers here but there are smart ways to engage with your child when you detect their feelings of being uncertain about some matters.

Often the underlying feeling they have is being fearful of not succeeding in some way. This is often through not achieving at school in their work or in their friendships.

The first important key is to simply be still and listen to what they have to say. This means not asking tricky questions. Imagine if it is our anxieties that are being questioned. We feel vulnerable. People asking us questions can often get irritating and shut us down. Children feel exactly the same.

They can shut down on us quickly as they feel they are being judged.

Just simply listening to the whole story and then picking up on what they say can help. 'It sounds like that was difficult' “You must be feeling unhappy about that”. We simply hear their feeling and wait for them to talk it through.

I find working with children this way helps them to simply think through their problems. They are more inclined to chat to parents about their concerns if they feel they are not being judged or that the parents will offer the solution.

Remember, as a parent the problem is not ours to solve. Once we solve it for them we have taken over the problem.

Not great for building resilience in our children.

Fifteen easy ways to help children cope with early stress at school.

There are many minor anxieties that can easily interfere with the many happy moments when a child starts school. It is all about a child feeling secure and having success in simple, memorable ways. Early positive feelings have an impact on later success and understanding the purpose of learning.

Consider:

1. Starting school is all about new faces, images, smells, sounds and feelings.

I suggest:

Hold the child’s hand firmly and stay with them until they are secure in the class. Also reassure them that you will return exactly when school finishes and clearly identify where that will be. This is a promise to definitely keep.

2. Starting school is all about what others think of you:

I suggest:

Reassure the child that meeting new friends is all good. Tell them that you are pleased that they are meeting new children. You are not looking for one particular friend to be established

3. Understanding the routine of the day can be overwhelming.

I suggest:

Talk to the child about what is a routine and tell them that you will be happy to hear about all the differences that the day presents.

4. Not all children can talk about their day and just as we struggle to record our day, they sometimes need time before they disclose the experience of school.

I suggest:

Make a simple chart which starts with one and ends with ten. Ask then to tell you how the day has gone - is it one out of ten or higher? This is easy for children to explain a feeling and not over talk the situation. Remember, it is all about the feeling they experience.

5. A big part of school is feeling success on the schoolyard and although teachers direct children’s movements there is still the child’s capacity to form a friend.

 I suggest:

Be careful not to set early high expectations here. Some children who are more verbal will engage quicker with children on the yard. It is important that children feel they can engage with different students and move on to others. Children listening and moving around to different groups suggests their ability to listen and engage with different students.

Encourage your child to learn about many children. No one personality is the best choice, although this can be difficult as students want a close friend early in their years at school.

6. Early in term one children notice differences between themselves. Some children talk more in class and demand more attention and others just simply move quickly through teacher’s expectations and appear to be in control. Other students are quiet and take time to reflect and process what is going on around them.

I suggest:

Encourage you child to enjoy the experience of just being at school. Explain that enjoying the experience of learning is more important than feeling the best at any one activity. Remind them that everyone is different and will respond to the learning experience differently.

7. First term can seem long and tiring after the initial joy of starting has worn off the family. Routine and sameness start to appear and a realization that being at home with mum and possibly younger siblings may have more to offer.

I suggest:

From an early stage remind the child that you are so happy that they are attending school. Each day makes you feel that they are successful. Sometimes drawing up a chart with each day listed and colouring it in as a success chart really helps them cope with the ordinary side of the day in the first term. It is all about feeling that being at school makes you (the parent) happy and it is a successful experience. Each day can bring a surprise and a little success.

8.  There are times when children talk about their work and seek your approval.

I suggest:

All attempts are gratefully accepted as legitimate samples of good work. We are about applauding the effort, not so much the outcomes at this stage. We are about teaching them that learning is a progression of trial and effort. We instill in them very early that their efforts are a success.

9. Opinions of others, which include immediate family are always important to the child. Take care to ensure that ancillary discussions around the child are positive in nature. Children quickly pick up conversations that can be destabilizing to a good start. At this early stage it is all about enjoying the learning experience.

10. School can be a long day. Kindergarten environments have various ways of resting students. A school is set up with routines and schedules that are quite different.

I suggest:

Give your child plenty of rest and take care not to introduce them too early to extra curricula activities. Teachers have considerable structure to their day which can be quite daunting and overwhelming for some children.

11. A very important aspect of the school day is getting to the school yard to play.

I suggest:

Take care not to pack heavy, over wrapped items for lunch. Children become anxious when they are not out on time playing with friends. Having a good start on the yard to play with others has more importance to a child than a well packed lunch. Make light lunches and make them enjoyable with a small, not overly sugar driven sweet. I know that lunch is not the high priority for some children. It is about having adequate time to play. Remember they are developing strategies on the schoolyard to be successful in play. This becomes quite a focus for them early in prep.

12. Children need to feel proud of their performance and will bring home many samples of work completed.

 I suggest:  

That samples of work are clearly displayed whereby much family discussion can applaud their efforts and discuss the work. Visual samples of work talk more to a family than some reassuring words.

13. Routine and school rules can be somewhat overwhelming when they start school.

I suggest:

Setting up a simple diary perhaps on the fridge which outlines the days of the week where different events occur such as wearing their sports uniform. This diary could also mark off each a day and talk about forthcoming events that will impact on the child.

14. Often when children leave school they struggle talking about their day. They are very aware that being successful and making the parent’s proud is important.

I suggest:

Not questioning the child about the day straight after school. They will naturally talk about it in their own time.  For some children, bedtime is a good time to talk about what happened at school that day. How many of us as adults rush home to talk about our days at work? Especially, if there are occasions not to remember with joy. At this early stage of school, the child feels it is about making the parents feel happy that their child is successful. Take care not to expect too much.

15. Regular routines, sleep time and reading to children should become routine by night for the child.

 I suggest:

Stick to a weekly routine during the school term. This teaches the child about boundaries and gives them a secure feeling that their school and home are strongly connected. They like to know that their teacher and parents are aware of their routine and both on the same page. Remember not to have controversial conversations about the school in front of the child. This causes them some distress and confusion.

Remember, early success at school is all about the child feeling secure and developing their own strategies in improving their performance.  Small successes are important along the way. Starting school well is not about our success. Nor is it aligned to us feeling that we have performed well.  Happy long term memories of early success at school are all about small steps of progressive achievements fuelled by parent’s approval. Sometimes our own