Asking for help, is an important tool in learning

Are you the person that always asks for help? Some children naturally ask, even though they may not have thought through what they are asking. This, for some, can simply be a habit. Other children can be slower in asking for help and others may not ask for help due to shyness, embarrassment, fear of looking like a failure, etc. Not getting into the habit of asking questions, can be dangerously habit forming and we want our children to hear their voice in the classroom when questions are asked.

Whatever the category your child falls into, all children need to ask for help in the classroom and learn that asking for help is natural and to be expected in developing an inquiring mind. Once a child becomes an adolescent, they need to have conquered their fears to ask for help, otherwise, it can become an academic and social minefield.

Teachers carefully monitor those children who remain silent and work very calmly and skilfully to bring their voice into the harmony of all the classroom when questions are asked. A teacher will respect the quiet child, but work to get their questions and voice out in the open.

Asking questions suggests developing intellectual curiosity and perseverance to learn more. By asking questions our children are wanting to explore concepts for themselves and make sense of what they don’t understand.

 At home, you can support your child to ask questions in the following ways.

Asking questions suggests developing intellectual curiosity and perseverance to learn more

• Ask a lot of questions yourself. Demonstrate to your child that asking questions gives you the knowledge you need to feel satisfied.

• When together as a family, have a game of asking questions. This can be a great game in the car and the importance here is to invite questions about some information. The game of ‘I spy’ is a popular one.

• Ask your child about how they gain information in the class. Do they ask questions? Are they comfortable asking questions? Do they feel asking questions helps them learn?  If this is a problem,

• Talk to your child’s teachers about how best to assist your child.

• Once a week around the table ask the children to simply ask questions. This can be around a topic, a picture etc. the importance is simply to practice asking questions.

We are aiming for our children to recognise that asking questions is a normal part of solving problems. It should be to a child a natural process this is used in building knowledge.

“The important thing is to not stop questioning.”

— Albert Einstein

Take care with words spoken

In the heat of the moment, we can say all sorts of things in all sorts of ways. Our mood and temper can often dictate how and what we say in front of our children. We have a liberty with speech which can work for us or against us. There are times when we may need to speak with more definition and there are more relaxed times when we can simply talk with ease, spontaneously and in comfort. Whatever our style of communication through speech, this article is to remind us that it is a powerful tool for the force of good and evil in our relationships.

Often words sharply spoken cannot easily be retracted. When we speak with our children, it is best to remember that they are listening carefully for the intention and will cautiously listen for reinforcing words and a calm style. The words make all the difference to how they will respond.

Here are a few thoughts to keep our speech in check when around our children.

• Remember to think before you speak. This is particularly important when you are feeling unsettled or in a situation that could lead to speaking out of turn.  Sometimes in the rush of speaking we can lose sight of what we are really saying.

• Create space. This means take some time out before speaking if you think you are inclined to say careless things that you will regret later. In this case, silence is golden.

• Use language that is age appropriate for your child and take care not to intimidate with strong, overpowering words that can have various meanings. Such is a form of intimidation. Simple language is the best, especially if you have some important messages to get across to your child.

• Remember to use words that clearly talk about what you want to say. Children can easily miss the content of what you say through the words you use, the speed of talking and the intonation used. Don’t allow your words to become a destructive tool but rather a building block for strong relationships.

• Reflect from time to time if you have used words that affirm and reinforce your child. This is a reminder to your child that they are valued and that you are keen to publicly talk about them in a positive way. Everyone from time to time enjoys hearing about themselves in a positive way. The positive use of words strengthens communication and give a clear message of wanting to engage with someone.

• If you are feeling disappointed and need to talk to your child about some behavioural concern, think about how you will say it and what words you will use that are balanced and suitable for the situation. Speaking too quickly without having our mind ahead of our mouth can be damaging for the relationship.

Finally, the words we use on a daily basis, say a lot about ourselves. They are the tools that inform others about how we wish to engage and participate in life. They are a force to drive people away or to bring them closer. Our children understand very clearly that the way words are presented to them is the clear traffic lights of their relationship. Flash onto green whenever possible.

“Think twice before you speak, because your words and influence will plant the seed of either success or failure in the mind of another.”

— Napoleon Hill

Teaching your children to be planners

Organisation is always a challenge for children as they grow. Also, as parents, some of us are less organised people in planning events etc. It’s just in our nature how we approach planning. This article tells us that planning can be learnt, which is so beneficial for children’s success in self-management. The earlier they value being a planner, the more they gain through being organised and in control of what they are doing.

Taking time to plan something well shows that a person is making choices about how they want to be in control of their actions. They come to understand that they will have more successful outcomes by being a planner. Planning well gives you a vision into what you are expecting as an outcome. To be productive is to plan well. For example, if you plan your trip well for the school holidays you feel reassured that it will be successful and that you have a clear understanding of what to expect. There are fewer unfortunate surprises.

There are developing skills in learning to plan well and children will get better at it and more accurate in their planning, reading situations better etc. as time goes. They will make mistakes but grow in confidence about sharpening the planning process.

Teachers know that planning their lessons well is the key to the quality of teaching. Without effective well-planned lessons, teachers easily lose control of the outcomes. They understand that the quality of their planning will impact a child’s learning.

Read here to help your child be a dedicated planner.

They are also keen to teach children the importance of planning and when assignments are on the agenda, teachers will spend considerable time with children discussing their plan. Sometimes pieces of work are marked on the quality of the planning demonstrated by a child.

When we teach our children to plan important events etc., they begin to value the process of planning as a way of managing their world and feel in control. They are setting the directions themselves. Once they feel the success of their planning, children will want more control of their actions.

Here are some thoughts on helping your child become a dedicated planner.

• Demonstrate to your child how you plan for important events, occasions etc. Allow them to share in some of this planning. Is planning an important part of your work life?

• There are various ways to plan and everyone develops their own style. Talk about what tools you use to help you plan. For example, are you someone who takes notes?

• Do you plan your events on a computer? Do you revisit the plan?

• What resources do you use in planning?

• When your child talks about important events that they will participate in, talk about what plans they have in place to make it successful.

• When planning we all need time for this and talk to your children about how much time they will give to the planning process.

• Talk about successes you have had from careful planning. It is also worthwhile to talk about the trial and error in planning. This is also an important process we go through before discernment.

A wise person sees planning as a natural part of putting order and structure into their world. Teaching our children, the value of planning gives them an important tool in guiding their directions with personal satisfaction and confidence.

“‘Good teaching is more a giving of right questions than a giving of right answers.’

                             -Josef Albers”

— Quote Source

Teaching our children to take on responsibility

This is all about giving them gradual independence to manage themselves. As they grow in independence they will certainly come across situations where they are uncomfortable, exposed to failure and feel generally unsatisfied with their efforts. These are all-natural feelings. Sometimes as parents we think by taking the responsibility away from them, they will have less pain and besides what if they make a mistake? How will they feel?

As the child grows in independence, they also grow in taking on their own responsibility for things. This teaches them to own the situation. There is much satisfaction with a child when they start to take responsibility. This gives them a sense of self-worth and a feeling of growing up as a real person. There is nothing more enriching than having that feeling of making decisions yourself.

Our role as parents is to support this gradual development and watch with joy our young one taking on responsibility.

Teachers know that in order for children to learn effectively they need to take ownership of their learning. During the school day, teachers will provide situations where children will make informed decisions on what they learn and how they learn. At parent-teacher interviews, there is nothing more satisfying for a parent than to hear that their child is a responsible learner. This has come about by gradually learning to take risks and to make responsible choices for themselves.

Teachers know that success only comes from accepting responsibility.

You will be amazed how small opportunities to take on responsibility will increase self-esteem once they are successful in showing responsibility.

Consider the following thoughts to build stamina in your child with regard to taking on responsibility:

• Consider your own life situation. Are you a person that models responsibility and ownership of situations? Talk to your child about why this has been important to you over the years.

• Do you have a list of chores at home that your child must do as part of the family routine? Could these chores grow in responsibility as the child gets older and demonstrates their growing strength in this area?

• If you are having a holiday, get your child involved in the planning and being responsible for certain duties. Perhaps they take ownership of packing their bags, researching venues etc.

• Talk about the responsibility of doing tasks at school. We know that leadership develops in children who show strong skills in being responsible. School captains are chosen from those children who demonstrate strong skills in being responsible. Teachers frequently set up monitors in classrooms on a rotation basis giving children responsibilities to manage.

• Talk about how you value your child’s growing awareness and interest in taking on responsibility. Take care not to rescue your child too soon after disaster strikes as this will only disengage your child from taking on responsibility. It also delays any further interest in being responsible.

• For those children reticent to be independent, give them small opportunities to be independent. You will be amazed how this will grow once they are successful in showing responsibility.

• We live in a world where the safety of our children is paramount and to this end, I can understand how we are cautious parents in giving them too much responsibility and independence early.

I would argue that with gradual responsibility being handed to them, they are stronger and more confident young people. They are more observant of life around them when being responsible for themselves. They confidently and intuitively show skill in navigating their way around difficult situations and are much happier in themselves being in control.

“The greatest gifts you can give your children are the roots of responsibility and the wings of independence.”

— Denis Waitley

Understanding how boys learn

This is such a big topic and, in some circles, quite controversial. Basing it on my observations and speaking to teachers over the years there is a clear difference in how our boys learn. Some schools do considerable professional development in this area to guide their work in the classroom.  However, experienced teachers will tell you that how a boy learns in most cases is very different from a girl.

When parents brought in their pre-schooler to talk about starting school, it was evident at that early age that children had a clear sense of who they were and what they preferred to play with. No surprise the girls wanted to draw and the boys gravitated around building blocks. There are arguments that suggest that at a very early age, preconceptual ideas of gender are formed and both boys and girls will have already learnt about society’s expectations on them. This article is not to discuss the bias that is placed on gender formation, but rather to remind boys parents that there are certainly important factors to consider if a boy is to learn well. These ideas are not exclusive to boys alone but are my observations of boys learning over many years.

“I realise that despite my tiredness, my son has the most fun when I do things his way…
Wild and loud. Go Big or go home.”

— PowerfulMothering.com

 Consider:

• A boy will tune into learning if it attracts them. Providing lessons that are highly stimulating and interactive is a winner with the boys. This tells us that providing boys with short sharp experiences often is attractive to their learning style.

• Boys can distract easily if disinterested. Once distracted, they are hard to bring back to the core of the lesson. Teachers have the challenge of providing short sharp focus time to keep them engaged.  Understandably at home when you lose their attention, it can be quite a task to bring them back to focus. Perhaps try not getting angry too quickly, but rather understand that it is the nature of boys.

• Intermittent sport across the school day is a great way of keeping the brain active and the boys engaged. I always found longer lessons were not as successful for the younger boys. In lockdown I am sure families found less pressure after short bursts of playing outside.

• In many cases boys can find learning to read, a harder process to learn. This can also apply to writing. Teachers have to think carefully when encouraging boys to write. The more abstract the concept, the less absorbed they become. When younger, they need very tangible experiences with writing especially. Reading also needs careful selection of books, as often fantasy is not their interest. Stories that are concrete and tangible are more their choice.

• Keeping the boys engaged in lessons is the skill of the teacher. Care is always taken to be inclusive and tolerant of different ways that a boy can present themselves in a classroom.

• Providing activities that are tangible and concrete can really stimulate a boy’s learning. This is where problem solving in a class can be a highly sort out activity. Boys can very competitive and sport, games etc. is an excellent way to keep their energy levels satisfied.

• Sometimes boys take a little longer to form their letter formation well and to write uninhibited. Slow, gentle encouragement is important here. Giving boys small objects to play with helps with motor skills. Of course, using Lego is a well-chosen activity for boys who like to build, create, design and to see something tangibly grow in their hands.

• As a parent, try not to jump in too quickly to correct and discipline boys. They need time to process and you need to be sure they understand what you have to say. Perhaps there is some truth in that men are from Mars and women are from Venus.

• Boys value fairness and justice. They are quick to temper but from my observations they will forgive and move on with more speed than most girls. Mateship, connection and loyalty to friends plays a very big part in their life.

• The above simply highlights some features of boys which I have observed over the years. Parenting does require really understanding your child, being tolerant when necessary and encouraging where possible. As a role model, boys need to experience the full spectrum of positive values (love, compassion, empathy in parenting etc). Never underestimate the need to be gentle and fair in working with your son.

A great memory I keep is that one day two boys were sent to me for discipline. When I started talking to the boys they immediately wanted a negotiation.

“Look Mrs Smith it’s like this. We have made up now and we are friends. There is a footy game outside and we want to join in now. Can we do our consequences tomorrow?”

No surprises there were no consequences!

Another lockdown and more home schooling. How important is it?

Let’s take some pressure off ourselves and look at this lockdown week. Schools are busy writing reports, and summating work etc. Their focus is very much on these midyear reports for which teachers are so accountable. Given their work overload, I would be surprised if work set online would have high expectations as the teachers have limited time to plan for these online activities.

This week I would be encouraging the children to fulfil the teacher’s requirements, but also concentrate more on keeping up the reading and working on progressive projects etc.

This is also a week for once again capitalising on time together. In the early days of winter just get outside, bike ride, walk, jog, play games etc; that will take the focus of yet another lockdown away from everyone’s minds.

 We certainly can get caught up with negative rhetoric that is around but by focussing on some positive experiences together as a family especially engaging in happy physical activities, the time will slip away.

There are some important conversations worth having with children as we enter a time of more anxiety around the pandemic.

Consider:

There are some important conversations worth having with children as we enter a time of more anxiety around the pandemic.

• Keeping up to date with the current situation. Discuss this with your child and make the conversation age-appropriate. Keep the information simple to grasp and invite your child to ask questions that may be troubling them.

• Many newspapers present very distressing news items. It seems they are all about the blame game and sadly remind us of the worst of the situation. Be careful about what printed material is in front of children. Disturbing headings can build anxiety. Keep to the facts. Control the accurate facts around the children.

• Talk about the incredible and speedy breakthroughs we are having with vaccines. This is a wonderful conversation about how science is such a gift to humanity. It is also showing the amazing ingenuity of the human race. This is a great time to learn about other scientists and their amazing breakthroughs in science.

• Keep an eye out for the information sent home from school. The staff are struggling through these difficult times and will want to offer the best to their children. Do not compare how different schools are responding to the lockdown. All school environments have their own approach to working through issues and especially now they need your support and reassurance.

• Keep in mind that we are living through very different times and our societal responses to the changing virus are never planned in and for the long term. It is all about short term responses to changing virus conditions.

We are teaching our children to be resilient and tolerant of change that will help everyone. This is a new phenomenon and it is all about empathy and the Common Good. This is a great time to talk about the importance of the Common Good. This is a big challenge for those that focus on the Me generation.

“Alone we can do so little. Together we can do so much.”

— Helen Keller

A few thoughts on school in the month of May

Hopefully, a routine is now well underway. Children should be very familiar with their teacher and class. Homework processes should be well established and weekly patterns with sport afterschool etc. well entrenched in the family’s life.

There are always changes and challenges in a classroom, not the least of which is the social exchanges that happen between children. This is worth checking in on from time to time. Talk to your child and when in doubt the teacher will have the wisdom and knowledge to know about any incident.

Here are some thoughts to keep the school and home life churning away comfortably in partnership:

• Frequently talk to your child about the progress of school. Tuning into school discussion is a way of showing ongoing interest even in the ordinary times.

• Keep an eye on homework patterns and remember if the homework is a struggle talk to the teacher, do not resolve it at home. There are many theories about the value or not of homework. It certainly should not be causing family disruption when the child isn’t coping. It is not the role of the parent to take over homework. The ownership belongs to the school.

• Attend school information nights or class visits when invited. It is so important to keep up the momentum with your child, that school is important and the information they give out is valuable. Your presence at the school means so much to your child.

• Keep an eye on the sleep your child gets during school weeks. As the term progresses, winter creeps in, children can be prone to sickness and fatigue.

• Is your child coping with the amount of afterschool activities? This should be looked at in light of their capacity in coping with school, homework etc. More activities do not make for a richer experience. It is all about finding the right balance.

• Talk about your child’s friends. Be interested in them. It is most important to a child that their friendships are valued by the family. They rely so much on them for social and emotional support. Your approval adds to their sense of satisfaction.

• Read the school newsletter around the family. This is an excellent way to keep in touch and discuss with your child the various aspects of the life of the school.

• Use your fridge as a way of talking about school. Put notices on the fridge, refer to them often.

• Younger students, especially those in the foundation years get school fatigue after a few weeks at school during the term. Keep an eye on this and certainly, keep them home if they need a small break. Best that they are at school happy and learning rather than developing a sense of sadness and tiredness.  Of course, negotiation with your teacher is most important here.

During the school term, it is important to ensure that the life of the school which is such a focus for your child is given high priority in the family.  It should not be competing with family demands. This is comforting to your child when they feel that what happens in the day does not stay in the day, it can be discussed happily at night. We want our children to sense a strong interconnection between school and home. They need to see that the learning and life experiences they gain at school which are wide and variable have a real place in the life of the family.

“At the end of the day, the most overwhelming key to a child’s success is the positive involvement of parents.”

— Jane D Hull

Let’s look at Naplan or is it Noplan?

The purpose of the Naplan testing was always about the Government gaining data that they could use in planning for educational improvements. Whilst there have been many theories and beliefs in the latter years about why Naplan, the question now is whether it has relevance in helping your child in their learning?

There are many questionable factors that have made the overall data to some degree invalid and worthless. For example, some schools may teach to the test, thereby disadvantaging those children who are not specifically working towards the test. Of course, the question is also whether more independent schools will approach the test with rigour to ensure the best results for the school. Also, what if your child was unwell the day of the test. How relevant are the results?

What are your thoughts on Naplan?

Consider that teachers will teach the curriculum in different ways across a year. What if they have not as yet taught what was on the test? Does this discriminate against your child?

Does my child feel the anxiety of these very formal tests at a young age?

Certainly, in my experience, there was a good percentage of children who felt the pressure. They would be anxious about their results being interpreted in the light of everyone else in the state. Also, consider the disruption to teaching and to teachers as they prepare and organise the children to sit the tests. Do the test results reflect their teaching? And so, the general concerns go on.

 A big factor in this discussion is that if this is about the results of the individual child, we need to remember that teachers are testing constantly. It is a normal part of their work. They already have a collection of data in a range of areas that reflect the child’s progress. Therefore, does the Naplan guide their teaching? I believe not!

In today’s world of increasing anxiety in children, not the least of which has been the pandemic disruptions and related worries, why do we need a standardised test? Simply ask your child’s teacher to show their results which are cumulative, given under less stressful conditions and a normal part of a teacher’s week. The teachers know your child. A standardised test does not tell you much about your child.

I encourage the debate about the relevance of Naplan and recognise that the best evaluation of your child’s progress comes directly from the classroom teacher.

 After all, we do not want:

• Increased anxiety in our children about their performance in a standardised test.

• Developing competition between schools.

• The building up of pressure in teachers and compromising how they teach to suit a test.

Educating children is a broad and complex issue. It should be built around developing their strengths and not dotting in bold their weaknesses. How can we educate if we are constrained to such limitations as a standardised test?

“Whatever an education is, it should make you a unique individual not a conformist.”

— -John Taylor Gatto

How to learn about patience

This is a tricky one for children. By nature, they are slow to be patient especially when they are young. They are living in a fast pace world where social media teaches them that instant gratification and immediate response is to be expected and highly valued. One could say that learning patience is an outdated skill. Consider even simple things. For example, do we wait to have hot cross buns at Easter? No, we find them in the shops as early as February when the last dying ambers of Christmas are present.

We live in a world where instant satisfaction is expected and is regarded as the norm. It is not seen as impatience but a necessary requirement of daily life. It is all about we have a right to be happy all the time because we deserve getting what we want.

Teaching patience, therefore, is necessary as it does not come as an innate skill. People who work hard at being patient learn the art of waiting and with it the appropriate rewards. With patience comes a sense of being at peace and controlling the stress of having things straight away.

Fortunately, school teaches about the value of patience and accordingly rewards children for demonstrating an ability to be patient. Walk into any classroom and you will see many signs referring to dates when certain activities and celebrations will occur. There is often an excitable countdown to a special day. Children must wait for their name to be called out and at times may not be chosen straight away for activities. They have to go with the flow and learn the art of patience. And so, the list of reasons why patience is needed and demanded is clear in a school setting.

At home there are many occasions when patience can be encouraged as a great gift and is highly valued in your family. Waiting for a birthday is a typical one. The anticipation builds and then the excitement of the day. The wait is over and accordingly rewarded.

 Consider:

We all find it difficult to be patient. This is not an innate skill.

• Can you think of several occasions across the week, month etc. when you can reinforce and reward a child’s patience?

• Put up calendar dates on the fridge that you are looking forward to. Talk about the wait and the anticipation that is building.

• Do you know and admire patient people? Talk about them to your child. How were they rewarded? What made them so likeable?

• Ask your child about the times they had to be patient in their school day. Note how being patient kept the class moving.

• Demonstrate patience to your child in your own life.

“I have an important meeting with my boss this week.  I will wait patiently for this as I think it is about my promotion.”

• How about the general nature of being patient? We wait to be served in a restaurant or perhaps we are in a queue at the supermarket. There are many daily occasions when patience is needed. These are perfect times to show your child that being patient is the best way forward. Impatience only leads to stress and poor behaviour on occasions.

Slowly and steadily, you can demonstrate and highlight times when patience wins the day. A child needs positive examples, especially as the anxiousness of society deans quick and immediate responses.

“We could never learn to be brave and patient, if there were only joy in the world.”

— Helen Keller

Knowledge is Power

When we were in the grip of the lockdown, we were all seeking updates and new information with regard to the pandemic. Such knowledge was critical in keeping abreast of the situation that was at times quite confusing and unsettling. Managing anxiety and above all supporting the family through those uncertain times was the order of the day. Knowledge enabled us to take control of our daily life.

This is a classic example of how accurate knowledge gives you the power to manage and control the situation.

Children deserve accurate and up to date knowledge that will empower them to take control of their lives. As a parent, it is our duty to ensure that we are honest and give our children the knowledge that will empower them over all sorts of life matters. As a child grows, a parent of course tailor’s information that fits the age but above all, it must be the truth.

A child who values knowledge grows in the power of personal confidence and self-worth

Teachers’ roles are very much about empowering children with knowledge. They give them the tools to take control of their work. There is nothing more disempowering and limiting than not having the correct knowledge to drive decisions. It is like a ship lost in a storm with no anchor or guiding instruments to direct it.

Children trust their teachers because they will teach them accurately and with no holds barred. Teachers will be honest and empower them with useful knowledge. The more knowledge our children have, the greater power they have in taking control of themselves and being personally confident to tackle issues. We are all rendered powerless without knowledge.

Consider the following to help children in this area:

• When a child asks a question be in the habit of answering correctly and with information that is accurate. Underplaying your child’s intelligence by offering simple answers can sometimes confuse a child.  It can also suggest to the child that you do not have confidence in their ability to process information. This can reduce their interest in coming to you for knowledge.

• Children display their curiosity in many ways. We should be available and willing to answer questions that enlighten and empower your child. Let them know that you are happy to share knowledge together. If you don’t have the answer straight away then follow up learning can happen together.

• Be consistent in how you answer questions. Check in with your child later to see if they understand what you had to say.

• Be prepared to learn from your child. There is much to discover from listening to them and respecting their knowledge.

• As a parent remember that the more you empower your child with knowledge, the better equipped they are in coping with various life situations. They are also more inclined to approach you with difficult issues if they feel you will give them an honest and rich explanation. This is particularly the case as the child approaches puberty.

• If you are a person who displays an insatiable appetite for knowledge, this will undoubtedly rub off on your child. Share your information and joy of learning with them.

• Be open to talking about all sorts of topics that sometimes may take you out of your comfort zones. Let your child know that exploring various topics can lead to stronger awareness and sensitivity to all kinds of differences. We are only intimidated by what we don’t know.

 A child who feels comfortable approaching a parent with all sorts of inquiries will undoubtedly feel comfortable and secure in your presence. They deserve the respect of being given accurate and clear information.

 A child who values knowledge grows in the power of personal confidence and self-worth.

“An investment in KNOWLEDGE
Always pays the best INTEREST”

— Ben Franklin

Schools are all about problem solving

Do you like problem-solving?  Schools are all about problem-solving. Children are invited to pose questions and go through a process of exploring optional ways of learning about the matter. You could say that it is quite open-ended and some people who are more closed in the way they work feel that inviting questions is not the best way to learn. Whatever your thoughts, education is all about making inquiries and investigating and probing into issues. We are encouraging our children to be problem solvers, to accept that there are various ways to look at a problem and various ways to explore options.

As parents, this is an opportunity to support the child’s learning by being someone who doesn’t put all the answers in front of the child. Your role is to explore questions with your child. Asking questions and together reflecting on different ways to look at a problem. You have many opportunities as a parent to share in this method of teaching children.

Consider:

Schools, problem solving in The Primary Years

• When you are together in the car this is a great time to explore ideas together perhaps about what you see outside.

• Read some content of the newspaper to your child. Discuss some topic that lends itself to being seen from many angles.

• Plan to have a weekly family discussion on some controversial matter. Remember to give your child ample opportunity to respond with ideas. If you watch some news together there is plenty of content there for discussion and general inquiry.

• Tune into some of the work the child is doing at school that may involve a project on some topic. Notice how there are many questions being posed about that topic. Here you can join in with some ideas of your own.

• In engaging with your child through an inquiry approach to ensure that you value their opinions and ask about their sources of information. After all, questioning leads to quite a lot of researching.

• When you see the research that your child is doing on a set topic, tune in with some question’s about the nature of the research and how it fits into the whole topic.

• With younger children, you can still explore with them many of the questions that they ask on a regular basis. They love the question…

“Why?”

This is a chance to explore different answers together.

These thoughts are simply to help parents tune into the nature of the inquiry approach which is all about showing an investigative attitude to all areas of learning. The more we question, the more we explore optional ways of looking at situations and problems.

“Questions are the engines of intellect. The cerebral machines which convert energy to motion, to curiosity, to controlled inquiry.”

— David Hackett Fischer

On the very important subject of learning to read while at home.

There is no escaping the fact that there is one particular age group of students that will feel the disadvantage of not being in a school environment for a while. That age group are the children starting school and are in their foundational years. This is especially the first two to three years of school.

Learning to read in ISO

Here I refer particularly to the disadvantage of not learning reading in a school setting. The child, at those early ages, is like a sponge and the total stimulus provided by the classroom and teacher sets them off on an amazing discovery of reading. It is like a light bulb goes off in their brain and suddenly you see a massive acceleration in learning. There is no question that reading is the key to so much learning that follows in those early years.

Parents cannot be providing the stimulus that is on offer in a   classroom. Therefore, don’t feel guilty that you are in any way responsible for what your young child is missing out on.

However, given the nature of our limited year with the pandemic, we make the best of what we have and help the child in the most effective way possible. Keep in mind that this is a level playing field for all children who should be happily ensconced in school across the five days. Education will need to make adjustments to their teaching and learning to compensate for the deficit of learning in those early years.

Here are some suggestions to give your child opportunities to get on the gravy train of reading. But beware! Make it an enjoyable experience and one where your child feels successful and not anxious that they are displeasing you. Such a reaction will shut down the child when it comes to learning. Throughout the process, it should be seen as an adventure to discover words etc.

• Read daily to your child. Choose suitable books that are age-appropriate.

• Allow your child to mimic words. At some point, they may learn the story off by heart. Let them tell the story and this is also a legitimate way to learn to read.

• Label their bedroom and kitchen etc. with simple words depicting the room. For example, write words like bed, fridge, seat etc. Don’t make this too complicated.

• Recite poetry and sing songs regularly. The rhythm and pattern of simple poems and songs helps the reading process.

• Point our words in the street such as Stop and GO.

• Write simple sentences for your child and read them out together. Sometimes putting words on cardboard can be a fun word game.

• When they draw a picture together you can write what it is under the image. Ensure all attempts at writing are visibly displayed around the house.

• Obtain audiobooks where the child can follow the prompts and sound to turn pages. These can be found in libraries and online.

• If the child attempts to read something that is difficult, simply guide them and praise their efforts at having a go.

• Simple words that sound out with phonetics can be introduced as well. Remember nothing is a test or trial. It is all about experimenting with words and being positive.

Learning to read is complex but also needs your simple input with providing the stimulus around the house. Leave plenty of paper and pencils around as experimentation with writing words is a legitimate way of learning to read. You role is not to correct their writing but talk about it and copy below the correct version.

Keep the conversation going with children. Allow them to talk a lot and experiment with new words. Reading, writing and speaking are strongly linked together in the learning process. One feeds off the other.

There are many online reading programs to be used. Take care not to spend too much time on them as they can defeat the purpose if they totally consume the child. Remember, literacy is all around us and children can learn to read with so much stimulus that you offer on a daily basis.

“We should teach our children to dream with their eyes open.”

— Harry Edwards

A few tips on helping with home schooling

We are still in tricky times. Here are a few basic tips on making the learning environment easier and more palatable for everyone concerned.

Tips to help Remote Learning easier for your chileren.

• Teachers believe in moving children into different spaces in the classroom from time to time. Talk to your child about how comfortable they are and invite a change of space if they feel this would give them a fresh new perspective.

• Ensure there is adequate light where they are working and of course they should be working away from too much stimulus and distractions.

• Noise can be a significant factor given they need to concentrate on a screen.

• Keep the area around the child uncluttered so that they can concentrate and speared themselves out as best they can. They need to have ownership of their learning space.

• Ensure that they have quiet times on the computer so that they can balance talking with you and working independently.

• The chair they use should give them some comfort and flexibility of movements.

• Parents can help by occasionally tapping into them as they work quietly.

• At the end of the day when school activities are finished, it is still important to respect the space they have set up. If possible, keep it intact for tomorrow. This shows that you value what they are doing and that their work is credible.

• If they are doing some work, sketches etc. on paper suggest that it is displayed on the fridge. Here we continue to acknowledge their daily work.

• Ensure in the morning that they have everything they need before starting. In a busy family set up, pencils etc. Can go missing very quickly. Your aim is to reduce the pressure for them.

• Classrooms are busy places and children move quite frequently in and around their spaces. Invite your child to take breaks and sometimes such stretching and walking across the room is enough to clear the head and reduce cobwebs.

• Try to avoid setting your child up in spaces that are used as walkways to kitchens etc. Daily traffic can be disturbing.

• If a child is using their bedroom it is important to check occasionally as working independently in isolation is difficult for primary aged children.

• If your child struggles with working independently it will be best to situate them near you as they will feel comforted by the support. This is also what teachers do in classrooms. They set up situations to check in with children who need more assistance.

• At the end of the school day, reward your child for all the efforts and have a brief discussion on what your child feels they have achieved. It is common practice in the classroom to revisit the day’s activities towards the end of a school day.

• Ask them the following morning what goals they have planned for the day. Be careful not to instruct but listen with interest. Your child is used to teachers checking in with them in the classroom.

• If your child is waiting around for a zoom etc, provide something to entertain them on the table. Some artwork, playdough etc. Classrooms set up many alternative activities to fill in times.

Finally, remember that you are assisting them and guiding them into good work habits. However, as parents, you are not assessing their work or are you accountable for providing daily education. At that point overstepping the line can cause quite some anxiety for the child. Just be the parent who gently guides the school day at home.

“Educations begins the moment we see children as innately wise and capable beings. Only then can we play along with them in their world.”

— VinceGowmon.com