TOOLS THAT WORK Sheronda Farrow, M.S. Stephen W. Smith, M.A. Stacie Wilson, M.S. Predoctoral...

TOOLS THAT WORK

Sheronda Farrow, M.S.Stephen W. Smith, M.A.

Stacie Wilson, M.S.

Predoctoral Residents in Professional Psychology

Virginia Beach City Public Schools

Self-Regulation

“Intelligence without ambition is a bird without wings.”- Salvador Dalí

“Our ambition should be to rule ourselves, the true kingdom for each of us; and true progress is to know more, and be more, and to do more.”

- Oscar Wilde

Self-Regulation

“What is self-regulation?”

“Self-regulation is an integrated learning process, consisting of the development of a set of constructive behaviors that affect one’s learning. These processes are planned and adapted to support the pursuit of personal goals in changing learning environments.” – D. Siegel

Self-Regulation

“The Self-Regulated Learner”

Compared with low achieving students, high achievers more frequently:

Set specific learning goals Use a variety of learning strategies Self-monitor Adapt their efforts systematically

Self-Regulation

Zimmerman et al. specified several important characteristics of the self-regulated learner and self-regulated learning process

Self-Regulation

Personal Strategies Organizing and Transforming

Information Goal setting and planning/standard

setting Keeping records and monitoring Rehearsing and memorizing

Self-Regulation

Behavioral Strategies Self-Evaluating Self-Consequating

Self-Regulation

Environmental Strategies Environmental structuring Seeking social assistance Seeking information from nonsocial

sources Reviewing records

Self-Monitoring

Help students set realistic and attainable goals for themselves

Devise a plan for monitoring and carrying out those goals

Write it down Keep and review tangible records to

evaluate performance Reward/reinforce or regroup/rethink

Self-Monitoring

Example

“My Goals” List

Visual reminder of goals your student is working toward

Can be developed together with your student

Empowers student to develop strategies for building on successes, and modifying tactics that don’t work

Example

Time Management

“Until we manage time, we can manage nothing else.” – Peter F. Drucker

Time Management

“First things First….”

Get a realistic idea of how your child spends their time each day, including all aspects of their day

Record your daily activities and how much time they actually take.

Color in a pie chart or use an hour-by-hour planner for a visual representation of a typical day.

Evaluate the problem areas. Review the chart with your child and identify areas where bottlenecking and overscheduling occur.

Develop a time schedule

Where Does the Time Go?

http://www.studygs.net/schedule/index.htm

http://www.studygs.net/schedule/Weekly.html

These charts can help you and your student view how time is spent during the day/week, and provide a starting point from which to schedule time effectively

Time Management

“Developing a Daily/Weekly Schedule”

1. Set aside time each Sunday evening to plan the upcoming week with your child

2. Make a “To-Do” list noting when school and household chores must be finished. Set specific times for regular tasks.

3. Add items to schedule in order of priority4. Be sure to include “me” time and time each week to

make the next schedule5. Post chart in accessible place6. Crossing of completed items will give your child a

sense of accomplishment.7. Make sure the family calendar is up to date and

involve your child with the process so that he or she feels a sense of ownership.

Time Management

Have-To’s- Home responsibilities

(chores, etc)- School responsibilities

(homework, studying, projects)

- Self-Care (bathing, getting dressed, etc)

Want-To’s- Television- Video Games- Phone- Computer (e.g., instant

messaging, games, surfing)

- Parties/Social Activities

“To Do or Not To Do”

http://www.studygs.net/todolist.htm

Now What?

Calendar List Prioritize Get Real Stay Focused Be Flexible Make Time for YOU!

Time Management

Other Basic Time Management Tips

Write things down Stay organized Avoid distractions Think about space as well as time Don’t underestimate tasks

Time Traps

Television Video Games Phone Computer

Time Management Strategies

TV: Choose a show you really want to watch, then work it into your schedule. Record other shows to watch when work has been completed. Set a time limit on “channel surfing.”

Video games: Use as a reward for finishing homework, reading assigned chapters, or studying.

Computer: Set aside specific time for chatting/IMing and web surfing. Can serve as a reward for completing work.

Phone: Set phone to silent so student will not be tempted to talk or text. Can also be used as a reward for completing work.

Organization

Key Areas for Success

1 – Writing down assignments and bringing home books and materials

2 – Keeping track of materials 3 – Planning ahead for tests and

projects 4 – Developing a good study space

Organization Motivation

Help determine how disorganization is affecting your child

Build your child’s confidence by identifying ways in which he or she is organized

Remove the pressure to get rid of things

Reward your child’s successes.

Start Small

Avoid trying to change everything at once

Ask them what they feel their biggest problem areas are

Examine your own opportunities for improvement

Brainstorm possible solutions, making sure to keep them simple

Agree on strategies and make a list of supplies you need to make them work

Signs of Good Organization

Brings home homework assignments Knows the exact homework assignment Consistently returns completed homework Knows when the teacher gives homework (e.g., days of the week) Knows how the teacher typically informs them of the homework

assignments Brings home books and needed materials Knows when assignments are due Has papers and study guides to prepare for tests Knows when tests are Has a regular study space Has needed supplies for homework Does not wait until last minute to start homework or begin

studying Does not run out of time when preparing for tests or completing

projects

The Binder

Ask teachers what style of organization he or she expects from students.

Get a sturdy three-ring binder with colored pocket dividers for each subject, keeping in mind that some schools have restrictions on the size of the binder allowed.

Include a pocket labeled “home” for anything that requires your attention and one labeled “teacher” for anything that requires the teacher’s attention.

Enlist the teacher’s help to ensure assignments are entered into the binder consistently and correctly.

The Planner

“Plans are nothing; planning is everything.”- General Eisenhower

- Refer to the school annual calendar and note important dates (e.g., school closings, ends of grading periods)

- Request a copy of class schedules and note test dates and project due dates

- Budget time for test and project preparation and mark specific dates for completion of each step.

- Review the planner daily with your child until she consistently uses it correctly.

Study Partner

A successful student from whom your child can get information that they may have missed.

Work with the teacher to identify an appropriate student.

Ensure that this technique won’t embarrass him or her

Have your child’s teacher develop a system for appropriately requesting information

Make sure your child follows set limits about the help that this person can provide.

The Morning Routine

Prepare the night before. Choose clothing, gather books and assignments, and place everything in a specific place.

Make a list or a picture chart of the tasks in your child’s morning routine. Have him mark each task as it’s completed.

Post a list or pictures of everything your child should have as she walks out the door.

Use specific verbal reminders instead of general reminders (e.g. “Do you have everything?”)

The Child’s Room

Survey your child’s room from his perspective.

When the room is neat and organized, take a picture and post it so that she can periodically check to see if they match

Sort through things together on a regular basis and discard unwanted and unnecessary things.

Practice Makes Perfect

Your child’s organizational skills will not improve over night.

New habits take time to learn and bad habits take time to unlearn.

Your child will need frequent reminders, lots of help, and consistency.

Don’t hesitate to help, but do so judiciously.

Reward successes and give a little extra help when he or she is feeling discouraged.

Home Workspace

Create a place in the home that is used only for studying and homework.

Consider locations that minimize distractions, but allow you to check-in. The child’s room is not always ideal.

Keep the space clear of distractions and make sure that necessary materials are easily accessible.

This place should never be used for punishment or in a way that embarrasses your child.

Homework Time

Designate a certain period of time each evening for homework and studying.

Expect your child to engage in some academic task even if she claims to have no homework to do.

Allow for breaks, but work them into the schedule and set specific limits.

During homework, restrict access to the computer and phone except for school-related work.

Some children benefit from listening to music, but others find it distracting. Work with your child to determine during what type of work music can be used.

Long-Term Projects

Make a list of all the things you need to do for the project

Determine the appropriate order of the list

Estimate the time required for completing each step

Decide on what day each step should be completed

Budget additional time and adjust the plan as needed

Task Timeline

Breaks any assignment into smaller pieces

Helps your child feel in control of her time

Helps him pace himself so he doesn’t rush through an assignment or spend all night on it

Reduces anxiety by making large tasks appear more manageable

Additional Tips

Focus on one problem at a time Start with “stuff management” Shop for supplies with your child

and guide their choices Help your child clean out their

backpack periodically Get to know your child’s teacher so

that strategies can be employed across domains