Feb 15th, 2010
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Parents often feel that their children are the “best and the brightest,” regardless of their grades or score on an IQ test. In fact, the Theory of Multiple Intelligences, developed by Dr. Howard Gardner of Harvard University, suggests that there are many different way of being “smart.” Gardner has identified eight are of intelligence: linguistic, musical, logical/ mathematical, spatial, bodily/ kinaesthetic, interpersonal, intrapersonal, and naturalist. The idea is that we all possess each type of intelligence, just to varying degrees.
The book you’re smarter Than you Think: A Kid’s Guide to Multiple Intelligences, by Dr. Thomas Armstrong, discusses these different types of intelligence and provides practical suggestions for building on strengths and copying with difficult learning tasks. Here’s how Dr. Armstrong describes each type of intelligence. You may want to use these descriptions to talk with your child about interests and strengths.
- Word smart (linguistic intelligence): You like words and how they’re used in reading, writing, or speaking. You may enjoy word play and word games, foreign languages, storytelling, spelling, creative writing, or reading.
- Music smart (musical intelligence): You appreciate music, rhythm, melody, and patterns in sounds. You are capable of hearing tone and pitch. You may appreciate many different kinds of music and enjoy activities like singing, playing instruments, listening to CDs, or attending concerts.
- Logic smart (logical-mathematical intelligence): You enjoy figuring things out and may understand numbers and math concepts, like finding patterns, and have fun with science. You may like riddles, brainteasers, computers, creating your own codes, or doing science experiments.
- Picture smart (spatial intelligence): You love to look t the world and see all the interesting things in it. You may be able to picture things or images in your head. You may be able to take what in your head. You may be able to take what you see and use your imagination to show others your vision through art, design, photography, architecture, or invention. Read the rest of this entry »
Feb 8th, 2010
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Teachers today are becoming better trained in assessing individual student needs and responding to those needs in appropriate ways. While there are many definitions of differentiated instruction, Tracey Hall, Ph.D., provides one that is particularly helpful: “To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preference in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class.” In other words, teachers now adjust the pace, style, and level of instruction to meet the needs of individual students in their class. The goal is to provide quality instruction for all students. Ask your child’s teacher if he or she is differentiating instruction in the classroom and how he or she is differentiating for your child.
Feb 5th, 2010
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Learning about other cultures can be fascinating. Here are several suggestions to try with your child:
Read to your child about life in the country(or countries) where people speak the language he’s learning.
If you have friend from that country(countries), ask them to spend some time talking with your child.
Seek out articles in National Geographic and travel magazines(the more pictures, the better).
Volunteer to assist with international fairs at your child’s school.
Obtain posters and other small items from travel agents or import shops.
Visit a local restaurant that specializes in food of the country.
Talk to friends around the world on the internet.
Try using games, especially if you can speak the language. Work with your child to make flash cards of the words he/she is learning. Since most of these will have to do with animals, foods, colors, people, and actions, make word-and-pictures cards for playing connections or wet Cat(a game similar to Old Maid). Make cards to teach vocabulary from the language and facts about the countries where it is spoken; then use a trivia board game to track progress and keep score.
Use your imagination!
Feb 3rd, 2010
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Each of us has both strengths and challenges in learning. We’re just naturally better at some tings than others. Part of becoming a successful students is learning how to emphasize what we do well and cope with areas of learning that are more difficult. You can help your child do just that–discover his/her strengths and find ways to work through more difficult tasks. The best way to learn how your child thinks and learn is by observing his/her and talking with his/her.
You may discover that your child learns material best in a way that is different from how you learn or different from how you would ordinarily approach a task. Some people are visual learners–they see and they remember. Some people are auditory learners–they hear and they remember. Some people are kinesthetic, or tactile, learners–they learn by touching, feeling and moving. Some people are “combos”–they learn with multiple pathways. Think of ways to build on your child’s learning strengths. For example, in learning spelling words, if your child is a visual learner, make spelling flash cards. Have your child read the flash cards several times, and then take a practice spelling test. If your child is an auditory learner, go over the words with a “mock spelling bee” and then take a practice test. If your child is a kinesthetic learner, have his/her write the words or type the words several times and then take a practice test. If your child is a combo learner, try all of the above.
Finally, if you can’t get a handle on how your child learns best and if you have concerns about your child’s progress in school, talk with your child’s teacher to get some ideas. After consulting with the teacher, you may decide to have your child tested either privately or through a school psychologist to learn more about his/her strengths and challenges in learning.
Feb 1st, 2010
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Schools don’t typically teach children how to study for tests. Some children manage well regardless, but others need step-by-step guidance. Here are some suggestions you can use to help your child prepare for tests, eliminate night-before panics, and lessen test anxiety.
Before The Test
- Find out the teacher’s system for scheduling tests. Some tests might be given on a regular basis (example: spelling tests every Friday). Others might be more irregular or incidental(example: social studies tests when a chapter or unit is completed). On the day test is announced (and provided that your child tells you about it), work with your child to plan a study schedule that doesn’t leave everything for the last minute.
- Encourage your child to study “actively.” Children who underline key words in the text (if is allowed), take notes, and write outlines while reading are more likely to do well than those who merely let their eyes wander down the page.
- Have your child invent questions that seem likely to appear on the test. Then have him try to answer the questions. This will point out areas of study that need more attention and review.
- Teach your child the “STAR” test-taking strategy. This is particularly useful for timed tests, although it can also be applied to untimely tests.
- Survey the test to see which items can be answered quickly.
- Take time to read the directions carefully.
- Answer the questions you can answer quickly, leaving difficult items for last.
- Reread the questions and your answers, making any needed corrections.
- Reassure your child that it’s okay to leave answers blank or guess answers if he doesn’t know them to can’t figure them out. Some children are reluctant to go on to the next question; they get stuck midway, and their grades suffer as a result. Your child may need to practice this on untimely tests before attempting it on timed tests.
- Make sure that your child is well rested and fed on the morning of the test. If time allows, you may want to take him out to breakfast so he will have pleasant associations with the day.
After The Test
- Talk to your child about the test. Which parts were easy? Which parts were difficult?
- When the graded test is handed back, work with your child to analyze any errors. Try to determine why each errors was made. Was it a careless mistake? Was information omitted when your child was studying for the test? Did he/she forget something covered during the study session?
- File the test and any notes or outlines made prior to the test. These can be valuable references and study tools for later cumulative tests.
Jan 29th, 2010
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Teachers have heard many excuses about homework they given to students, the first teacher made the first homework assignment. As long as teachers keep giving homework, most students will keep trying to get out of doing it.
Why do teachers bother with homework? Why do they continue to inflict homework on kids, their parents, and themselves? In fact, there are several excellent reasons:
- Homework encourages children to practice skills they haven’t yet fully learned.
- Homework gives children opportunities to review skills they might otherwise forget.
- Homework enriches and broadens a child’s knowledge.
- Homework teaches responsibility.
- Homework allows for tasks that are too time-consuming to be finished during school hours.
As a parent, you can probably think of a few more reasons. You may remember times from your own childhood when a homework assignment made the difference between fully understanding a subject and barely grasping it, between excelling on a test and just scraping by. There may have been occasions when you actually enjoyed doing your homework - when you sat at the kitchen table or sprawled on the living room floor, working at your own pace on a project that fascinated you, without the distraction of the classroom.
Of course, this is not your homework we’re talking about here, but your child’s. You have taken on a new role, that of a homework helper. This role is one that can be confusing and frustrating. You probably truly want to help your child with this daily task–and know you need to help–but you may not know how to get started. Here on this site can help you to take those first steps. That will outline how to create a homework plan, set up a study area, deal with numerous problems that may occur, and help you install a love of learning in your child.
By deciding to help your child with homework, you will start paving the road to success for your child–in school and beyond.
Jan 28th, 2010
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Some children absolutely cannot or will not do their homework despite rewards, consequences, promises or threats, and despite the best and most caring efforts of parents, teachers, tutors, and other concerned persons. If your child’s problems resist any and all of the troubleshooting strategies outlined in this article, you probably need professional assistance. Ask the teacher about the school’s procedures for a psychological evaluation, or seek outside testing. Discuss the result in a conference with the teacher, the school counselor, and the principal.
A change in classroom assignment may be called for. Some children thrive when they are moved to another room at the same grade level; others need more specialized help in the form of a class for learning differences or disabilities. Or the test results may show that a child is being under-challenged and would benefit from a program for gifted students. Or they may indicate the need for a period of psychological counseling.
Try to be objective when studying the alternatives presented to you. Keep in mind your primary purpose: helping your child. With that as your goal, you’re certain to make the right decision.
Jan 26th, 2010
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Many parents feel they don’t have the skills to help their children with homework. Yet, research has shown that the quality of the parent-child interaction is more important than the actual techniques used. You might be surprised at what a good teacher you can be!
Helping with homework, however, doesn’t have to be your responsibility alone. You may discover that more than one family member is willing and able to lend a hand. As you decide who should help your child with homework, consider these questions:
- Is there someone in your family who’s a “natural teacher”? Maybe it’s a parent. Or maybe it’s a sibling or other relative who lives nearby and is willing to help.
- Is there someone in your family who’s especially knowledgeable about or talented in a particular subject area? Maybe Dad studied French in college. Maybe big sister is a math whiz.
You might also look beyond your immediate family. If your child spends the after-school hours with a sitter, perhaps the sitter can help. Or maybe the sitter you regularly call for weekday or weekend evenings can lend a hand. And don’t forget about other children your child knows. Kids who study with friends can help each other. For the sake of simplicity, this article is written to the parent and assumes that the parent is the one who will most likely be involved. But that doesn’t have to be the case. Ask around and your may find that help is available from other resources.
Of course, you should exercise good judgment in any of these arrangements. Be certain the person really wants to help and understands this basic principle: Homework should never be done for the child. Also make sure that the person has the time. Helping with homework should not put and excessive burden on anyone, particularly siblings. If big brother has an especially busy school and social schedule, the added responsibility may not be beneficial to him or to the child in need of assistance.
You should also be aware that online help may be available to your child. Some schools and schools districts have web sites with online “Dial-a-Teacher support. Such sites typically include links, frequently asked questions, and email response for individual queries.
Jan 13th, 2010
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You might also ask, “Where were the calculators when I was in grade school?” And you might observe, “Math class sure has changed!” it’s true: mathematics instruction has been in a state of flux for several years. Why? First of all, technology is chaging. The wide availability of calculators and computers today has diminished the need for human beings to do low-level calculations. Second, job demands are more often related to higher level thinking and decision-making than low-level calculations.
The National Council of Teachers of Mathematics has played a strong leadership role throughout this process. In 2000, NCTM adopted six new principles to guide the planning of school mathematics programs and ten standards to serve as a framwork for k-12 curricular planning. Likke previous standards, the revised principles and standards put an emphasis on logical reasoning and understanding of math concepts - particularly as they relate to real-world problems - while reinforcing the need for basic computational skills.
What does a math class look like today? Chances are your child will still learn how to do basic calculations but will also receive instruction about how to develop “calculation fluency.” Math classrooms today also focus on problem solving, communication, reasoning, and using mathematics with technology and other real-world applications. Also, elementary curriculums are now likely to include areas previously taught only in high school, such as basic algebra. Your child won’t use just a pencil and paper for mathematics; she will also use a computer, a calculator, and lots of hands-on manipulative materials.
Because the nature of mathematics instruction has changed so radically since we adults were students, you’ll want to become familiar with the curriculum and teaching procedures at your child’s school. Here are some questions to guide your discussion with the teacher.
“Please tell me about the math curriculum. In what ways is my child learning about calculation, problem solving, communication, reasoning, and connecting math to the real world?”
- “How are students grouped for math instruction?”
- “How are computers and calculators used in the classroom?”
- “How is my child’s progress in math monitored?”
- “How will I be informed if my child is falling behind in math?”
- “How can I support the math program at home?”
Help!
“My son is in third grade. At the beginning of the school year, we received a list of school supplies we needed to buy. A calculator was on the list. I’m worried that my son won’t learn his math facts.”
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Dec 15th, 2009
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Try going round in circles? The way of getting a small group of students know each othe is to get them sitting in a circle. Ask one to say his or her name, then the person to the left to say, ‘I am… and this is my friend…’ Carry on round the circle, adding one name at each stage, till someone goes right round the circle correctly.
Love and hate relationships? A further way of getting to know students names is to ask them to introduce themselves, stating first their names and then something they like and something they dislike. It’s most effective when the subject matter is relatively uncontroversial, such as ‘I like cats but I hate cheese.’
Finding like-minded people. An alternative way of using a ‘likes’/'dislikes’ round ban be asking the students to find someone else in the group with similar likes and dislikes, and to form a duo or trio to prepare a poster or short sketch illustrating their shared feelings.
Learning happens by doing. To help you to get to know their names, once you have a complete list of the names, ask people from your list at random some (easy) questions. At first, you may need to keep you eyes on your list as you say someone’s name, and wait till you hear where their voice is coming from before looking up at them. However, the more often you use their names, the easier you’ll find it to look at the right person when using their name.
Place cards? In tutorials, laboratories and other places where small groups of students are positioned in particular place for a while, it is useful to give each student a ‘place card’ (a folded A5 sheet of card serves well - paper will do) and have them write their names on both sides of the card, and place the cards on the tables or benches (or at their feet if they are sitting without tables). Cards can be seen at a distance much better than labels. This allows you to address individuals by name, and also helps them to get to know each other’s names.
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