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)

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An explanation for children with dyslexia.

 

An explanation for children with dyslexia.

Lots and lots have been written for parents and teachers about dyslexia so I thought it was time to write something for you.

You are not the only one that has problems learning to read, write, spell, write stories and do sums. Lots of people all over the world (including me) have had problems for years and years long before you were born. We were often told that we were lazy or stupid or that we didn’t try hard enough.

Things are different now although you have the same problems today now lots of people understand, and can show you that you are not stupid or lazy and you try just as hard as everyone else and sometimes harder! And that you can do it.

All you need is a little bit of help to learn in a different way, and you can do very well if you are just shown how.

I used to find it very difficult to copy from the blackboard.

I would look up to start at the beginning, and then look down to see where I should write on my page. When I would look up again I would have lost my place, so I would have to find it again. I found this very tricky. Sometimes I would be gone back to the wrong line, and I would get into a terrible muddle. I would find it very tiring and slow.

Sometimes my teacher would tell me to hurry up and not to be lazy. The trouble was that I was not being lazy. I was working very hard and sometimes it made me cross and sometimes it made me sad.

I found it very hard to learn to read. Sometimes I would see a word but I wouldn’t remember it for very long. When I would see the word again I would have forgotten what it was. I now know this was because a small part of my memory wasn’t working very well. It was nobody’s fault it is just the way it is.

I still get my letters back to front and write b for d and p for q. It’s very confusing. T for f u for n all round the wrong way. It is because I find it hard to see the difference, and hard to remember which way they go.

Writing backwards is something I still do sometimes when I am tired.  I think that’s very clever not everyone can do it, but it does get muddling. Maybe I hear it backwards?

I can do sums very well but sometimes I get them wrong because I might put 12 for 21 and ut for tu. It’s not my fault it’s just that I get things jumbled sometimes.

Sometimes I get it hard to remember all the things that I have been asked to do. I would sometimes get into trouble for not listening. Not fair is it?

I always found spelling impossible to learn. However hard I tried I always seamed to get them wrong.

Do you ever feel like that?

Well, how do we sort out these problems?

First of all, it is a good idea to go with your Mum and Dad to see someone who really understands your problems. You will play a few games, and answer a few questions some of the things you will find easy and some of the things you will find hard. That’s o.k. That’s how it should be.

When you have finished, your Mum and Dad may go in and have a chat to find out the beat way to help you.

After that you may have a special; lesson each week with a special teacher. You will be able to tell her about all the things that worry you and she will understand your particular problems.

Soon you will see that you are much better at some things than most people, and that the bits that were difficult
not quite so difficult any more.

You will probably still get your bs and ds mixed up sometimes (like me) but not nearly as often as before. Reading and writing will be easier too. You will stop worrying so much, because you know that someone understands. Instead of getting things wrong you will be getting things right!

There is nothing wrong with you. All you need is a different way to learn and you will learn very well.

Just you wait and see.

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