Improving Your Child’s Study Habits
1.
Encourage your child to talk with you about school and what he/she
is learning. Listen and share what you know about the
subject. This helps to generate enthusiasm and interest.
2.
Provide a proper home study setting with a place to work, good
light, adequate materials, and freedom from distractions.
3.
Ask to see your child’s homework assignments frequently.
4.
With your child, plan a regular time for studying each day.
We recommend an hour a day. When deciding on study time,
consider your family schedule and your child’s
extracurricular activities, as well as your child’s best
time for studying.
5.
Help your child understand that studying is more than just
reading or doing homework. Share techniques you know for
learning new material.
6.
Help your child with organizational skills, such as time planning
and organizing notebooks and materials. Share ideas that
help you.
7.
Treat school as your child’s job. Encourage regular
attendance and punctuality. Habits set now will follow your
child into adulthood.
8.
Be sensitive to your child’s health needs. Proper
sleep, diet, and exercise will help your child be more alert at
school and when studying.
9.
Encourage your child to do his/her homework. Support and
encouragement from parents are important, but you should not do
homework for him/her.
10.
Make expectations realistic in terms of your child’s
abilities. Be sensitive to your child’s frustrations
about schoolwork.
11.
Try to be positive if your child brings home poor work or test
results. Approach it from the standpoint of how you can
help him/her to do better.
12.
Notify the school counselor or teacher when family situations
arise that may worry your child and keep her from concentrating
at school. Teachers need to be aware of students’
emotional concerns since they may affect day-to-day performance
in class.
MAKING THE MOVE TO MIDDLE SCHOOL
Sixth grade is a time of transition for many
children. The move from elementary to middle school
presents many challenges. Students are leaving a small,
familiar school with one or two primary teachers and entering a
large, impersonal one with as many as six or seven teachers.
They are leaving a school where they are the oldest students and
entering a school where they are the youngest.
These students are undergoing dramatic personal changes as well.
It’s no exaggeration to say that early adolescents are
changing more than at any point in their lives other than
infancy, which can be unsettling for the youngsters – and
for their parents.
They are changing socially. They are beginning to move away
from their parents and towards their peers. Being accepted
by their peers may dominate their thinking. Conformity is
near or at its peak as they strive to look, talk, and act like
their classmates.
They are also changing emotionally. Their quest for
independence may be accompanied by rebelliousness and defiance. At
the same time, their self-confidence may be shaky and their moods
may shift with lightening speed.
While middle-schoolers may be determined to handle many concerns
on their own, parents still wield some influence, and your
guidance becomes even more crucial. Here are some steps you
can take to help your child deal with the pressures of this age
and its changing needs.
BE ON CALL EARLY IN THE YEAR
Your child may be anxious and confused during the first days of
school. Most problems resolve themselves with time and
practice: opening a locker, finding a classroom, making it to
class on time, catching the right bus, and keeping track of the
class schedule.
ENCOURAGE INDEPENDENCE AND RESPONSIBILITY
By the time your child enters middle school, he/she should be
responsible for keeping track of homework, test dates, and
project deadlines. Do not do this for him/her.
Similarly, if your child has a problem with a teacher, let him/her
try to work it out unless its seriousness calls for your
involvement.
PROMOTE GOOD STUDY HABITS
It is important to lay the groundwork for high school by helping
your child develop good study skills during middle school.
This means setting limits on the television and telephone and, if
necessary, teaching your child how to keep track of assignments,
budget his/her time, and organize his/her workspace.
CHOOSE YOUR BATTLES CAREFULLY
Many parents find early adolescence to be tough going.
While your child may do many things that you find objectionable,
avoid getting in battles over every issue. If you choose to
fight every battle, you are assured of fighting a larger war.
This does not mean that you should stay silent, but rather that
you reserve your expressions of concern for the issues that
really matter to you. Your relationship with your child
will call for a mix of tenderness, firmness, understanding,
restraint, and a sense of humor.
ENCOURAGE PARTICIPATION IN EXTRA-CURRICULAR ACTIVITIES
Middle school may be your child’s first opportunity to
participate in after-school activities. Help him/her choose
some activities that are interesting but not overly stressful or
time-consuming. Encourage participation even if your child
is doing poorly in school. These programs not only give
your child enjoyable opportunities to interact with classmates,
but also promote leadership and responsibility.
What is a Middle-Schooler?
What is a middle-schooler?
I
was asked one day.
I
knew what he was,
But
what should I say?
He
is noise and confusion,
He
is silence that is deep.
He
is sunshine and laughter,
Or
a cloud that will weep.
He
is swift as an arrow,
He’s
a waster of time.
He
wants to be rich,
But
cannot save a dime.
He
is rude and nasty,
He’s
as polite as can be.
He
wants parental guidance,
But
fights to be free.
He’s
aggressive and bossy,
He’s
timid and shy.
He
knows all the answers,
But
still will ask “why”.
He
is awkward and clumsy,
He
is graceful and poised.
He
is ever changing,
But
do not be annoyed.
What
is a middle-schooler?
I
was asked one day.
He
is the future unfolding,
So
do not stand in his way.
(By an anonymous eighth grade middle school student)
Helpful
Parenting Sites
http://parentingteens.about.com
http://www.parentingadolescents.com
http://www.parent-teen.com
http://www.talkingwithkids.org
http://www.ianr.unl.edu
http://www.child.net
http://kidshealth.org
http://www.kidscampaigns.org
http://ndsuext.nodak.edu
http://thefamilyworks.org
Common Myths About the Adolescent Period
(Excerpt
from “A Handbook for Parents of Middle School Adolescents”)
We
have all heard the horror stories about what it is going to be
like once our kids become teenagers. However, research has
shown us that many of the fears we hold are simply not true when
we take a look at the adolescent population as a whole. Three
commonly held myths are:
- Myth #1:
Adolescence is by nature a difficult period.
Research shows that psychological and behavioral problems
are no more common in adolescence than they are at any
other period of development. It is true that some
teens get into trouble during this period, but the
majority, 9 out of 10, does not. What we
often think to be a difficult part of adolescence
development (i.e., acting out, lack of respect for
authority, truancy, drug use) is more often the exception
than the norm.
- Myth #2:
Peer pressure is a powerful and evil influence
on adolescents. We have all heard
the stories about how peers can make a child do
horrendous things. It is true that peers do have a
strong influence on adolescents. They worry about
what their peers think of them and they need to feel as
if they fit in. More often than not, teenagers
choose peers who behave and have interests similar to
their own. The peer group a child identifies him/herself
with can be a positive influence on adolescents.
For instance, certain peer groups place high value on
achieving academic success and involving themselves in
school activities and sports.In this case, your efforts
towards encouraging your child to do well in school and
to “get involved” can be aided by his/her peers.
- Myth #3:
The influence of the family declines with
adolescents. There is the common
belief that parents lose control over their teenager’s
life. The parent’s role does change during
this period; for example, your child can now do things
without needing your constant care and attention.
However, the family still remains a major influence in
the adolescent child’s life. Contrary to
popular belief, adolescents want to please their parents
and still care about what their parents think of them.
Listed below are
tips to help you adjust to the changing role you play in your
child’s life:
- Accept
the fact that your child is growing up.
This can be very difficult for parents. Time goes
by so quickly, and before you know it, your baby is no
longer a baby anymore! The face is, all things
change, and your child is changing too. They will
need and desire more things on their own. This need
for independence and being viewed as separate from the
family is natural. This growth does not have to be
thought of as a loss. With this growth, you are
also gaining a degree of independence. Parents
often find that they have more time to themselves.
It’s a perfect time to pursue some of your own
interests that have been put on the back burner for too
long.
- Don’t
expect the worst.
Don’t go into your child’s adolescence thinking
it is going to be an awful time in your life, because you
just may get what you expect. Even when there is no
evidence to confirm our fears, there is a tendency to
distrust what children of this age do and say. By
expecting the worst, you may be setting the standards by
which your child will act. For example, your child
may begin thinking “since this is what is expected
out of me, this is what I’ll do.” The
mindset of your child becomes the following: “I
might as well do what they expect out of me since I’m
going to be punished for it or accused of it anyway.”
Actually, adolescence can be a very rewarding period when
you do not expect the worst. Your child is building
the skills to relate to you on a more adult level.
It can be refreshing to be able to talk with your child
on a more adult level and share in similar interests,
such as shopping, clothes, sports, and music.
- Think
of your relationship with your adolescent as a “partnership”.
The focus is working together so that both of your lives
can be more enjoyable. The parent is the elder
partner who has the expertise and the wisdom that the
younger partner is just beginning to learn. Your
partner is building the skills necessary for a job.
He or she has not yet developed an understanding of the
complexity of the job. The job is learning to
function as a mature adult in this world. Your task
is to help teach and guide your partner in developing the
skills needed for this job. This approach can
relieve the pressure of parents to feel the need to watch
and control their child’s every move.
Actually, the best type of partner is one who is there to
help, but not there to control.
To
request a copy of this handbook, contact Dr. Jacqueline Michael
at 770/836-4615
Tips for Test-taking
Before the test:
- Be
rested and comfortable.
The night before, get a good night’s sleep.
The morning(s) of the test, eat a good breakfast –
don’t skip it! If you take a test when you are
hungry or tired, you won’t perform well.
- Have
all necessary materials and be ready to begin on time
(sharpen all pencils, obtain a calculator, use the
restroom, etc.).
- Prepare
yourself mentally for the test.
If you are overly anxious about taking the test, much of
your energy and potential will be sapped by the anxiety,
and you will not do as well as you should.
- Know
what to expect.
Learn ahead of time the kind of test you’re taking,
where and when it will be held, and what materials to
bring. Arrive on time to avoid last-minute pressure.
During the test:
- Take a
deep breath and focus – put everything else out
of your mind.
Take ONE question at a time so you don’t feel
overwhelmed.
- Listen
to or read ALL of the directions BEFORE starting.
It won’t matter if you get the correct answer if you
didn’t do it in the manner the directions stated.
- Take
your time.
Be completely undisturbed if other students finish before
you do.You will do better when you calmly take all the
time available.
- Work
the questions in order.
If you come to one you don’t know the answer to,
skip it and come back to it if you have time. Don’t
spend too long on it if you don’t know it right away
or within a few seconds.
- Read
the entire question and all of the answers BEFORE you
answer.
Especially if the directions are to pick the BEST answer
or if one of the answers is “all of the above”.
- Don’t
be afraid to guess.
If you have a feeling that you know the right answer,
then use your instinct. Chances are, you are right
– and it’s better than leaving it blank!
- RELAX.
Have confidence in your ability and what you have learned
and studied. Use relaxation techniques such as
taking five deep breaths or counting to 10 with your eyes
closed if you find yourself becoming tense or frenzied.
- Use
process of elimination.
If you don’t know the correct answer right away or
are torn between two answers, eliminate the ones that you
know are definitely NOT the answer, then work your way
back.
- Pay
close attention to wording.
Some words like NO, NOT, NEVER, and ALWAYS can change the
whole meaning of the question.
- Set up
a mental schedule for progressing through a timed test.
For example, make a mental note to check whether you’re
one-third finished when one-third of your time is gone. Ideally,
you want to go through the test at least three times:
A first pass at what you know easily, a second pass to
work through the toughies, and a final check.
- Don’t
“read into” questions.
Often simple-looking questions are just what they appear
to be. Don’t make the question much more
complex than it is intended to be.
- Do not
look for a pattern.
There is none.
- Choose
a strategy for all questions you do not know.
For example, “A” is the least likely, “D”
is the next least likely. It is not always true
that when in doubt choose “C”. Decide on
a default choice and use it for ALL questions for which
you do not know the answers. If you do not have
time to finish, mark all unanswered questions with the
same choice – you are bound to get some of them
right!
- Use a
marking system to know which questions you need to come
back to.
For example, cross off answers as you eliminate them so
you do not have to reread them upon return, use a
question mark for uncertain answers, a dot or frown face
for questions on which you had no clue.
After the test:
- Double
check for careless mistakes, skipped questions, stray
marks, double answers, etc.
- Reread
the test questions backwards to recheck your answers.
Avoid changing your answers unless you are very sure you
made an error. You can end up changing a right
answer to a wrong one more than the other way around.