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Published byGwendolyn Sherman Modified over 7 years ago
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Presented by Dr. Gail Hartin, in collaboration with Dr. Lee Alvoid
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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 email.
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“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.”
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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?
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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.
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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.
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“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?”
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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.
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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.”
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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.
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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)
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Model what you expect. Think “Eagle,” not “Helicopter.” Prepare them to soar!
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Dr. Gail Hartin ghartin@smu.edu Thanks for completing the Region 10 evaluation form.
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