Office phone: 650.326.5530

To schedule an appointment: 650.688.3625

© 2010 Children’s Health Council

and suicidehomework success

Nicole Bradeen, MEd

Esther B. Clark School, Academic Program

Manager

Betsy Everett

Esther B. Clark School,

Lead Teacher, Grade 7

© 2010 Children’s Health Council

I--Pinpointing the problem

II--Five strategies for success

III--Subject-specific strategies

Agenda

© 2010 Children’s Health Council

What are yourchild’s

homework challenges?

Let’s hear from you…

© 2010 Children’s Health Council

He says he’s finished it, but he hasn’t.

She waits until the last minute.

He says he doesn’t have homework.

She melts down with math.

He works for hours yet can’t keep up.

She’ll come up with any excuse.

Common Homework Excuses

© 2010 Children’s Health Council

He and his friends copy each other’s answers.

He never brings his books home/forgets things on the bus all the time!

He’s so tired after swimming practice that I put him straight to bed.

She forgets homework at school.

Says he doesn’t need to study, “already knows everything” on the test

Common Homework Excuses (cont.)

© 2010 Children’s Health Council

Part I:

What is the problem? Be a detective: pinpoint challenges Understand different struggles

© 2010 Children’s Health Council

Work is beyond capability

Child is missing building blocks he didn’t master earlier to accomplish task

Problematic perfectionism

Trouble getting started

Motivation is low

Too much pressure and not enough balance

Overscheduled, too tired

Root Causes

© 2010 Children’s Health Council

Part II: Five Strategies

Environment Routines Incentives Teacher expectations Parent involvement

© 2010 Children’s Health Council

Create a consistent environment:

Quiet, well-lit space with comfortable seating

Use a planner (more on this later)

Remember that you and your child may have different approaches

Environment

© 2010 Children’s Health Council

Where are you going to fit HW time in each day?

Make sure the student has a planner for homework, long-term assignments and questions

Your child’s routine may differ from yours-be mindful of your child’s needs.

See handouts for ideas

Routines

© 2010 Children’s Health Council

Use incentives to get “buy in”

What motivates your child? Every kid is different.

Tie incentives to difficulties your child is having

Provide incentives for:

– Amount of time spent working on a project

– Completion of a part of the project

Discuss rewards with teacher

Understand how your working style may differ from your child’s

Incentives

© 2010 Children’s Health Council

Snacks: nuts, M&M’s, cereal

Highlighters, stickers, pens

Breaks: “If you work for 15 minutes, then you get a break. If you complete work, we can do X together…” (see handout)

Use a “bank” or “chart” to fill in per assignment or time

Ideas for Incentives/Rewards

© 2010 Children’s Health Council

Length of time spent doing homework?

Test preparation?

Types of assignments (short term, long term)?

Policies around grading & completion of assignments.

What are expectations for parents (see more on next slides)?

Teacher Expectations

© 2010 Children’s Health Council

What message are you sending?

Model and encourage balance

– Time for breaks, friends, family and physical activity

Is your child’s schedule manageable?

Understand expectations from teacher:

– Sign a planner?

– Communicate via email or phone?

Parent Involvement Big Picture

© 2010 Children’s Health Council

Your Role:

Provide consistent environment & routine when possible.

Be aware of over scheduling.

Provide encouragement.

Notice where your child is challenged.

Set limits. Don’t rescue your child.

Balance high expectations with what is realistic for your child.

Be mindful of extreme words with your child (i.e. failure)

Parent Involvement

© 2010 Children’s Health Council

Process:

Have child begin homework independently so that teacher can see what child can do independently

Be available to answer questions and clarify assignments.

Be mindful of giving your child answers.

Instead ask them to use notes, resources, etc.

Communicate challenging areas to teacher.

Allow child to make mistakes as a growth opportunity.

Parent Involvement (cont.)

© 2010 Children’s Health Council

Part III:Specific Strategies and Resources

Reading fluency

Reading comprehension

Reading journal prompts

Writing

Math

© 2010 Children’s Health Council

Reading fluency:

– Switch off reading to one another.

– Read a play.

– Have child read to siblings

Tools: Use highlighters, pens, sticky notes, etc.

Reading comprehension: See handouts

Discussion: See handouts

Vocabulary: See handouts

Reading Strategies

© 2010 Children’s Health Council

5 Ws: Who, What, Where, When, Why

Visualize and verbalize ideas.

Use graphic organizers.

Using technology to support student

See handouts for more information

Writing Strategies

© 2010 Children’s Health Council

Visual tools: graph paper, number lines, calculators & multiplication charts

Ask your teacher about acronyms, e.g., four step problem solving plan, PEMDAS, long division loop

Encourage your child to show their work, step by step.

Math Strategies

© 2010 Children’s Health Council

Khanacademy.org (lesson plans for many different types of lessons)

The Math Teacher’s Book of Lists, Muschla

The Reading Teacher's Book of Lists, Fry

Funmathgames.com

Scholastic.com

Eduplace.com

Your child’s teacher

Resource List

© 2010 Children’s Health Council

Evaluation/screening, e.g., dyslexia screening

Individual/family therapy

Skill building groups

Parent coaching

Specialized tutoring or assistive technology

Other parent education classes (see handbook)

Options for Help

© 2010 Children’s Health Council

“Tell me, I forget.Show me, I remember. Involve me, I understand.”

-Carl Orff

© 2010 Children’s Health Council

Greaterconcerns?

Consult a professional

Call650.688.3625