Presented by Dr. Gail Hartin, in collaboration with Dr. Lee Alvoid

 Encouraging study skills/learning skills  Encouraging time management/self- management  Encouraging problem-solving skills, constructive assertiveness, and initiative  Setting appropriate expectations based on relevant criteria  Modeling what we expect  “Question Cards” are available in case you have a “burning question” about anything. I will respond personally by .

 “If you give a man a fish you feed him for a day. If you teach a man to fish, you feed him for a lifetime.”

 What type of calendar system works best for you? For your child? What is age-appropriate?  Is there a schoolwide planner? If so, how can you help your child use it effectively?  How can you help your child set goals in which he/she feels a sense of ownership?  How can you encourage reflection and self- assessment?

 There are many frameworks for understanding learning styles.  How do you learn best? How does your child learn best? Seeing? Hearing? Doing? Building a model? Interacting? A combination of these?  Look for multisensory opportunities.  Recognize that not all learning comes from a textbook.

 Setting: Not everyone learns best sitting at a desk in a silent room. Not everyone learns best in solitude. Not everyone can concentrate for 2 hours straight without a break. Observe your child and see what seems to work best. Then encourage and support a consistent routine.  Routine: Have a Plan A and Plan B. Let your child help make decisions about the routine that works best. Provide some structured choices.

 “What are you learning about in (subject)?”  “Tell me more about that.”  “How is that similar to what you learned about _______?” “How is that different from __________?”  How does that connect with things you have learned in other classes?”  “What do you think will happen next?” “What do think the next step will be?”  “What are some ways we can use that information or that skill outside of school?”

 Musical ability: Encourage them to create songs, raps or poems to help memorize information  Mathematical/Logical strength: Charts  Visual/Spatial strength: Mind Maps, drawings  Interpersonal strength: They can teach it to someone else; talk it over with someone  Verbal/Linguistic strength: Mnemonics: ◦ Spelling: ARITHMETIC (A Rat In The House May Eat The Ice Cream) ◦ Rules; “I before E, except after C…..” ◦ Order of taxonomy in biology: (Kingdom, Phylum, Class, Order, Family, Genus, Species) Kids Prefer Cheese Over Fried Green Spinach.

 Remember the “teach a man to fish” proverb.  Self-advocacy: How to ask for help; how to express a concern (Help them “rehearse” this.) (See slide on helpful resources.)  How to seek out resources, such as the Parent Portal or Student Resources  How to solve a short-term problem  How to keep things in perspective  An important part of the conversation: “Here is what I have tried so far.”

 Set high expectations, but be wary of perfectionism. (See separate handout.)  Base your expectations on realistic and relevant criteria.  Help your child set priorities, and be mindful of balance.

 Parenting Through the School Years…and Beyond!  School-Smart Parenting: Raising Children for Success and Happiness in School (Both by Mike Brock, LPC)  7 Strategies for Developing Capable Students (By H. Stephen Glenn and Michael L. Brock)

 Model what you expect.  Think “Eagle,” not “Helicopter.”  Prepare them to soar!

Dr. Gail Hartin Thanks for completing the Region 10 evaluation form.