Is the homework getting lost at home?

Helping Children with Problems Turn In Their Homework

Here are some strategies to help a child who does his or her homework, but doesn’t turn it in:
Walk through the process with the child
Walk through the process with the child. For example:
There are many different ways that someone can get off-track in the process of getting homework from home to the teacher. Talk through the process with the student.
Is the homework getting lost at home? Is the homework getting lost in the bottom of the backpack or the bottom of the locker? Is it in the proper notebook, but forgotten in the process of settling into the classroom?
Once you have identified the sticking point, consider what needs to be added to the routine to get past it.
For those who lose track of homework at home, consider instituting the following routine (from Enabling Disorganized Students to Succeed, by Suzanne Stevens): “Homework is not done until your homework is in its proper folder or notebook, the folders and notebooks are packed into your backpack, and your backpack is on its launching pad.”
Try different ways of organizing homework to find the one that best suits your child. Some students do best with a separate homework folder so that everything that needs to be turned in is organized into one place. Others do better when they organize the homework by subject.
If the teachers have set up a system that does not work for your child, talk with them about allowing alternatives. This can also be done as part of a formal individualized plan, like a 504 plan.
Develop templates of repetitive procedures
Develop templates of repetitive procedures. For example:
Teachers can create a checklist of things to be done upon entering or leaving the classroom.
Parents can create written checklists or photo charts for completing chores, preparing to catch the bus in the morning, gathering necessary stuff for sports practice, etc.
Provide accommodations
Provide accommodations. For example:
Involve your child’s teacher(s) in building in reminders until the desired pattern of behavior (e.g., turning in homework as soon as the student walks into the classroom) becomes a habit.
Teachers understandably balk at the idea of taking on responsibility for your child’s job of turning in his work. However, repeated performance of a behavior is what makes it a habit; once the behavior is automatic, then the burden is lifted from the executive system.
If you help the teacher to see this as a step in the process of building independent skills, with the prospect of fading out the teacher’s prompting, it may encourage the teacher to get on board.
Teach the use of tricks and technology that help compensate for organizational weaknesses
Teach the use of tricks and technology that help compensate for organizational weaknesses. For example:
If the agenda book is the primary organizing tool for tracking assignments, it could also serve as a way to remind the student to turn in assignments.
For example, after completing an assignment, the student could be taught to enter a note into the next day’s assignments block for that subject. Then, at the end of class, when the student enters that night’s homework assignment, he will see the reminder to turn in what is due that day.
Several versions of watches are available that can be set to vibrate and show a reminder phrase at the programmed time.
“Turn in homework” can be a programmed reminder set to go off at the beginning or end of the class period. Cell phones often have an alarm function, as well, that can be set for reminder alarms.
If this trick works for your child, talk to your child’s teachers about allowing cell phones in the classroom for this explicit function only.
When the student prints out an assignment at home, prompt the child to also email it to the teacher and the child’s own web-based email account. Then, if the hard copy is misplaced, the child can print it out during class (with the teacher’s permission) or during free time.
Try this!
Few problems are as frustrating for parents and kids as not receiving credit for homework that was actually completed on time but never turned in!
One tried and true behavioral strategy to remedy this is to link an already established habit to one that your child needs help acquiring.
To illustrate, Ivan is a seventh grader who forgets almost everything – except his peanut butter and jelly sandwich! – when he leaves home in the morning to catch the school bus. With daily reminders from his parents, he puts his homework folder on top of his lunch in the refrigerator before going to bed each school night. Then, putting the folder in his backpack, along with his PB&J, is a “no-brainer.” Ivan not only gets credit for his completed work but also learns how to creatively generate ways to manage his weaknesses.
Reprinted with permission from pp. 170-172 of Late, Lost, and Unprepared by Joyce Cooper-Kahn, Ph.D. & Laurie Dietzel, Ph.D. Published by Woodbine House, 6510 Bells Mill Road, Bethesda, MD 20817. 800-843-7323 http://www.woodbinehouse.com.

By: Joyce Cooper-Kahn and Laurie Dietzel (2008)

For one to one consultation Phone Fiona 085 145494

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Improve Focus and Concentration

ARM ACTIVATION

Arm Activation is an isometric self-help activity which lengthens the muscles of the upper chest and shoulders. Muscular control for both gross-motor and fine-motor activities originates in this area. If these muscles are shortened from tension, activities related to writing and the control of tools are inhibited.

TEACHING TIPS

• The student experiences her arms as they hang loosely at her sides.
• The student activates one arm as illustrated, while keeping her head relaxed. She then compares the two arms in terms of length, relaxation, and flexibility, before activating the other arm.
• Activation is done in four positions: away from the head, forward, backward, and toward the ear.
• The student may feel the arm activation all the way down to the ribcage.
• The student exhales on the activation, releasing the breath over eight or more counts.
• The student may notice increased relaxation, coordination, and vitality as arm tension is released.
• On completing the movement, the student rolls or shakes her shoulders, noticing the relaxation.

VARIATIONS

• Take more than one complete breath in each position of activation.
• While activating, reach up to further open the diaphragm.
• This can be done sitting, standing, or lying down.
• Arm Activations can be done in different arm positions (e.g., arm straight ahead, next to hip, behind the waist).

ACTIVATES THE BRAIN FOR

• expressive speech and language ability
• relaxed use of diaphragm and increased respiration
• eye-hand coordination and the manipulation of tools

ACADEMIC SKILLS

• penmanship and cursive writing
• creative writing

RELATED SKILLS

• operating machines (e.g., a word processor)

BEHAVIOURAL/POSTURAL CORRELATES

• an increased attention span for written work
• improved focus and concentration without overfocus
• improved breathing and a relaxed attitude
• an enhanced ability to express ideas
• increased energy in hands and fingers (relaxes writer’s cramp)

Brain Gym Dublin 085-1445494

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Reading, Spelling and Comprehention resource review.

Keda Cowling  Quote “I have dedicated 35 years of my life, developing methods to teach people with reading difficulties how to read.  During years of unpaid scientific research in the 1970’s, I created a teaching system that provides a progressive solution to reading problems.  I called this system ‘Toe By Toe‘, as the learning stages are too fine to be called ‘step by step’.

Gateway to literacy is what Keda Cowling calls her collection of books aimed at children and adults with literacy difficulties.

I have purchased and used most of her books and I have found them to be a great resource and easy to use.

Harry Cowling, Keda’s son developed a series of books called  Word Wasp and Hornet Reading and Spelling which can be used before the Toe By Toe book. The reading wasp series are for younger children or for children that find the toe by toe programme too difficult.

The books are very affordable. The difficult bit is the time you as a parent have to commit to the programme. Like everything else with reading difficulties little and often is the key to  success.

I would suggest  if you are embarking on this programme use a timer and do about ten to fifteen minutes five days per week. The timer works well for your child as they can see an end in sight and they don’t think it will go on all day or evening.

I always use a star chart or reward chart for every five days that the programme is complete they get points and when they have accumulated 20 points they gat a reward.

It is difficult to do extra work when others don’t have to. I always compare it to your boss asking you to work overtime and telling you to do a good job and by the way I am not paying you!

A small reward  makes your child feel better about the extra work. After all they are just children and telling them it’s for their own good wont cut it!

Ok so here is who the books are suitable for and  the links to the websites.

If you can read then you can teach using these books!

Word Wasp and Hornet Reading and Spelling.

http://www.wordwasp.com/

Recommended Age Range

Word WaspWord Wasp
from 7 years upward
Word WaspHornet
from 5 years upward or anyone with severe reading and spelling problems
Word WaspRequirements
It couldn’t be more simple:  A student needs a Wasp or Hornet, an exercise book, and a pencil.  A coach needs scrap paper, a pencil and a little patience.  The programme can be used daily or weekly.

GATEWAY TO LITERACY

http://www.starewaytospelling.co.uk/index.html

The name Toe by Toe was chosen to signify that a student makes progress by the tiniest steps – one toe at a time.  However, even though the steps taken are small, the student can clearly measure his or her progress right from the first page.  The student’s confidence and self-esteem are boosted as a result. For age 7

  Stareway To Spelling will teach anyone aged 7 or upwards who cannot recall the correct spelling of common words, or who confuses words such as ‘were’ and ‘where’. Often these people can remember spelling test lists in the short term, but cannot write effectively because they soon forget the correct spelling.

Stride Aheadhas been written for students who can read but have difficulty in understanding what they are reading. I believe that this is the result of their minds being too taken up with the mechanics of decoding the written language to be able to give adequate attention to meaning.

These books are also available on Amazon.

Good Luck!

Don’t forget to share if you like this post ;)

 

Improved breathing and a relaxed attitude.

 

ARM ACTIVATION

Arm Activation is an isometric self-help activity which lengthens the muscles of the upper chest and shoulders. Muscular control for both gross-motor and fine-motor activities originates in this area. If these muscles are shortened from tension, activities related to writing and the control of tools are inhibited.

TEACHING TIPS

• The student experiences her arms as they hang loosely at her sides.

• The student activates one arm as illustrated, while keeping her head relaxed. She then compares the two arms in terms of length, relaxation, and flexibility, before activating the other arm.

• Activation is done in four positions: away from the head, forward, backward, and toward the ear.

• The student may feel the arm activation all the way down to the ribcage.

• The student exhales on the activation, releasing the breath over eight or more counts.

• The student may notice increased relaxation, coordination, and vitality as arm tension is released.

• On completing the movement, the student rolls or shakes her shoulders, noticing the relaxation.

VARIATIONS

• Take more than one complete breath in each position of activation.

• While activating, reach up to further open the diaphragm.

• This can be done sitting, standing, or lying down.

• Arm Activations can be done in different arm positions (e.g., arm straight ahead, next to hip, behind the waist).

ACTIVATES THE BRAIN FOR

• expressive speech and language ability

• relaxed use of diaphragm and increased respiration

• eye-hand coordination and the manipulation of tools

ACADEMIC SKILLS

• penmanship and cursive writing

• creative writing

RELATED SKILLS

• operating machines (e.g., a word processor)

BEHAVIOURAL/POSTURAL CORRELATES

• an increased attention span for written work

• improved focus and concentration without overfocus

• improved breathing and a relaxed attitude

• an enhanced ability to express ideas

• increased energy in hands and fingers (relaxes writer’s cramp)

Don’t forget to share if you like this post ;)

Phone : Brain Gym Dublin 085-1445494

email: braingymdublin@gmail.com

Exam Stress.

Students taking a test at the University of Vi...

Students taking a test at the University of Vienna at the end of the summer term 2005 (Saturday, June 25, 2005). (Photo credit: Wikipedia)

Exam Stress.

Some students handle exam pressure a lot better than others and some students have all their study skills into place to allow them to remember a lot more for their exams.

Students can study better and they can reduce the stress they are going through with simple Brain Gym techniques.

If you would like more information about exam stress management and how to help your loved ones deal with the pressure then contact me now.

Don’t forget to share if you like this post ;)

085-1445494  Dublin

email: braingymdublin@gmail.com