PARENT TALK

Research findings in education and ways to help your child - Volume 2000-3

Hints About Homework

Make sure you ask your child questions about his homework. Talking can help him think through homework and break it down into small, workable parts. Here are some sample questions:

- Do you understand what you're supposed to do?

After your child has read the instructions, ask her to tell you in her own words what the assignment is about. (If your child can't read yet, the teacher may have sent home instructions that you can read to her.) Some schools have homework hotlines you can call for assignments in case your child misplaced a paper or was absent that day. if your child doesn't understand the instructions, read them with her and talk about the assignment. Are there words she doesn't understand? How can she find out what they mean? If neither you nor your child understands an assignment, call a classmate or contact the teacher.

- What do you need to do to finish the assignment?

Your child may want to talk through the steps with you (or make a written list of them, if he's able to), as described in the section above on good study habits.

- Do you need help to under stand how to do your work?

See if your child needs to learn more, for example, about subtracting fractions before she can do her assignment or find out if you need to explain to her again when to use capital and lowercase letters. If you understand the subject yourself you may want to work through some examples with your child. But let her do the assignment herself.

- Have you ever done any problems like the ones you're supposed to do now?

See if your child has already done similar problems that can guide him in completing these particular ones.

- Do you ham everything you need to do the assignment?

Sometimes your child needs special supplies, such as colored pencils, metric rulers, maps, or reference books. As mentioned before, check with the teacher, school guidance counselor, or principal for possible sources of assistance if you can't provide needed supplies; and check with the local public library or school library for books and other information resources.

- Does your answer make sense to you?

Sometimes the response to a math problem doesn't seem logical, or the meaning of a paragraph is unclear If that's s the case, your child may need to check over the math problem or revise the paragraph.

If your child is still confused, ask:

1. How far have you gotten on the assignment? Let's try to figure out where to go next.
2. Do you need to review your notes (or reread your textbook) before you do the assignment?
3. Are you still having problems? Maybe it would help to take a break or have a snack.

- From U.S. Dept. of Education's website: http://www.ed.gov/pubs/parents/Homework/pt6.html

Studying Science

1. Organization. Classify natural phenomena. For example, objects can be assembled in hierarchies (atoms, molecules, minerals, etc.), or objects can be arranged according to their complexity (single-celled amoeba, sponges, and so on to mammals).

Activities. Primary children: sorting objects like leaves, shells, or rocks according to their characteristics. Intermediate children: classify vegetables or fruits according to properties they observe and compare to those used by scientists.

2. Cause and effect. Nature behaves in predictable ways. Effects cannot occur without causes, so search for explanations. Activities. Primary children: Observe the effect of light, water, and warmth on seeds and plants. Intermediate children: Discover that good lubrication and streamlining body of a pinewood derby run faster.

3. Systems. A system is a whole composed of parts arranged in an orderly manner according to some plan. Systems involve an amount of matter, energy, or information, and a rate at which they are transferred through defined pathways that varies over time. Children begin to understand systems by tracking changes among the individual parts.

Activities. Primary children: Study the notion of balance by observing the movements and interactions in an aquarium. Older children: Study the plumbing or heating systems in their homes.

4. Scale refers to quantity, both relative and absolute. Thermometers, rulers, and weighing devices help children see that objects and energy vary in quantity.

Activities. Primary children: Imagine a mouse the size of an elephant. Would the mouse still have the same proportions if it were that large? What changes would have to occur in the elephant-sized mouse for it to function? Intermediate children: Describe the magnification of a microscope.

5. Models. We can create or design objects that represent other things. This is a hard concept for very young children.

Activities. Primary children: Drawing a picture of a cell as they observe it through a microscope. Intermediate children: Use a model of the earth's crust to demonstrate the cause of earthquakes.

6. Change. The natural world continually changes, although some changes may be too slow to observe. Rates of change vary.

Activities. Primary children: Observe and describe changes in the properties of water when it boils, melts, evaporates, freezes, or condenses. Intermediate children: Observe changes in the position and shape of the moon. By tracking the moon at the same time each night and drawing pictures throughout the lunar cycle.

7. Structure and function. A relationship exists between the way - organisms and objects look (feel, smell, sound, and taste) and the things they do.

Activities. Primary children: Study how skunks let off a bad odor to protect themselves. Intermediate children: Learn to infer what a mammal eats by studying its teeth, or what a bird eats by studying the structure of its beak.

8. Variation. To understand the concept of organic evolution and the statistical nature of the world, students first need to understand that all organisms and objects have distinctive properties.

Activities. Primary children: Observe and arrange color tones. Intermediate children: Investigate the properties of a butterfly during its life cycle to discover qualities that stay the same as well as those that change.

9. Diversity. An obvious characteristic of the natural world, even preschoolers know that there are many types of objects and organisms. Youngsters need to begin understanding that diversity in nature is essential for natural systems to survive.

Activities. Primary and Intermediate children: Explore and investigate a pond to learn that different organisms feed on different things.

Locating Information

It may seem strange to say that locating information is a skill. If you've ever searched the Internet for a specific fact, though, you know how difficult it can be to put your finger on just the right information. Consider the vast network of resources currently available to your child: books, magazines, databases, websites, etc. In order to find answers to questions, it becomes increasingly essential for her to acquire and practice the ability to locate information.

Various kinds of textbooks and reference books have different information capabilities, for example:

textbooks
tradebooks
dictionaries
encyclopedias

If the above list isn't enough to demonstrate the variety of knowledge that a person has to have and to show the need for learning different search techniques for the information contained in those books, consider a single book and the different categories of information contained in a book:

table of contents
indexes
glossaries
bibliographies

In order to use these resources, the reader needs to know how to alphabetize, to use several classification systems, to use pronunciation keys, to use subheads in the text, and to use specialized charts, graphs, and maps.

One of the ways to help the reader with these kinds of skills is to demonstrate their use with specific articles or books. When he or she has a question suggest that he begin his search for the information by using the table of contents, the index, the glossary, subheads, pictures, graphs, charts, or maps in his book.

When you have personal information to locate, ask your child to do it for you. The practice he or she obtains from working with the telephone book yellow pages, a store catalogue, or a newspaper is valuable experience. The Internet may be the most extensive reference source around today, and the most complex. The Web may fundamentally change the way we obtain information in the future. Supervised access to the Web is worth your time as a parent. ANY practice you can provide for your child that uses the sometimes spurious logic of search engines or the helter-skelter organization of the Internet will be beneficial.

How well do you know your dictionary?

Here's a fun quiz for you or your child. Read the definition, and then fill in the blanks below.

average:

Noun
1. A number found by adding two or more quantities together, and then dividing the sum by the number of quantities; mean. The average of 2, 4, 6, and 8 is 5.
2. The usual amount or kind. This year's rainfall came close to the average.

Adjective
1. Found by figuring an average. The average grade on the test was 81.
2. Usual; typical; ordinary. You are of average height and weight.

Verb
1. To find the average of. I averaged my three bowling scores and got 126.
2. To have as an average. The basketball player averages twenty points a game.

av-er-age (av" r ij or av'rij) noun, plural averages; adjective-, verb, averaged, averaging.
-Macmillan School Dictionary 1, Macmillan Publishing, 1990

Main Entry: _____________
Pronunciation Guide: _____________
Definition: _____________
Example Sentence: _____________
Syllable breaks: _____________
Part of Speech: _____________

Question and Answer

Editor's Note: The ERIC Clearinghouse on Reading, English and Communication gets thousands of requests for information each month. Many requests are particularly relevant to an issue of PARENT TALK, so we have put together a few of our most useful questions for this issue's theme of Helping At Home.

- The older my son gets, the more disorganized he seems to be! How can I help him learn to organize his schoolwork?

As children move into the higher grades, teachers expect them to assume more responsibility for their own learning. This means that children need to develop a system for organizing their studying - and their time - to be successful. As a parent, you can help your child learn how to organize schoolwork.

Start with a calendar and a notebook. Make sure that your child has the right supplies. A loose-leaf binder or folder can hold papers, notes, homework, and handouts for each class. A calendar is essential - both to record upcoming assignments and to plan time to complete them.

At the beginning of the school year, help your son plan how to handle schoolwork and other activities outside of school. Make a point to ask, "When do you want to schedule your homework time?" Then have your child write down a schedule. You might share with your son how you get yourself organized. Do you make lists? Do you use a calendar? Help your child do similar planning.

Once your child has a plan, help him learn how to carry it out. Although you make homework your child's responsibility, you can show your support in many ways, such as: 1) Respect your child's study time. That means no radio, no TV, no phone calls, and no interruptions from friends coming to play. 2) Work on your own projects near your son. You can pay bills, write letters, or read a book. This way, you can create a sense that "we're all in this together." 3) Help with the planning for accomplishing longer projects. Suggest a time plan or schedule for accomplishing the big task. Breaking a big job down into small tasks not only helps him experience success, but also avoids the frustration and stress that come with trying to do too much in too little time.

- It is difficult for my children to come home after school and begin their homework. What can I do to help them complete their assignments within a reasonable time?

After a long day of school, some kids Just can't sit still long enough to do homework. For your children, "divide and conquer" might be good advice.

First, set a schedule that allows for plenty of breaks. For instance, work for 15 or 20 minutes and then take a 5-minute break.

Second, help your children break down their homework into manageable pieces. For example, in one session your child might work 15 math problems. In the next, she might look up 10 vocabulary words.

Third, give your children some free time. You might promise to play a favorite game or read a special story or do something special together once homework is finished.

Fourth, allow for plenty of individual flexibility within the limits you set. Perhaps your family has the rule that homework must be done before dinner. One child prefers to do homework right after school the other spends an hour outside before studying. Letting your children choose when they do homework places the responsibility on them for getting it done within your limits. This type of arrangement gives everyone some say in how homework is completed. Question and Answer

- We help our son every evening with school work in someway. Yet he still struggles in school and shows very little improvement. Could he have a learning disability? What do we do?

What's it like to have a learning difficulty? The American Academy of Pediatrics suggests imagining "a distorted television picture caused by technical problems at the station. There is nothing wrong with the camera at the station or your TV. Something in the internal workings of the TV station prevents it from presenting a good picture."

Children with learning difficulties usually can see and hear just fine. The American Academy of Pediatrics says " the problem occurs in the brain after the eyes and cars have done their job."

Some famous and successful people have learning disabilities. Olympic Gold Medalists Greg Louganis and Bruce Jenner have reading disorders. Einstein had difficulties with arithmetic as a child. There is no quick fix for a learning difficulty. But there are ways to help children cope with these difficulties.

If you suspect your son may have a learning difficulty, talk with your son about his schoolwork and what he dunks about his learning experiences. Does he sense that learning is difficult for him? Talk to his teacher Discuss what you observe at home, share with his teacher how your son feels, and ask the teacher what she has observed. The teacher may suggest special testing that can identify learning difficulties. Then you and the school can work with your child to find the ways that he learns best.

- Our daughter has trouble remembering what she has read. What can we do to help her read reading comprehension?

Helping your daughter ask her own questions about what she is reading is a good way to move her toward greater independence in comprehension. To be able to ask questions, your child must be actively thinking about and interacting with the text.

When you read with your daughter, model this questioning behavior. When asking questions, be aware that you are modeling for your child the kind of questions to be asked when reading a certain type of text, whether a story, a chapter from a science textbook, or a news article. For example, suppose she is going to read a magazine article about an endangered species, the bald eagle. You might begin by saying, "Where do bald eagles live?" or "I would like to know what has caused them to become endangered."

Once you have modeled this questioning, suggest to your daughter that she ask her own questions. This gives her the chance to set her own purposes for reading. In asking her own questions about the material, your daughter is deciding what is important or interesting. This helps her learn and remember what she read.

- Is it important that I keep checking on homework once my children reach the upper elementary grades?

By the end of third grade, many parents stop checking their children's homework. They worry they can't remember how to multiply fractions or never took a course in earth science or computers. Sometimes they can't correct their child's homework, so they stop asking about it. But checking on homework is still important. It shows your interest and it helps your child remain true to his responsibility.

All you really need to stay involved with homework is an interest in what your child is learning. Ask your child to tell you about it. Remember to praise good work. Your daily interest will encourage your child to do good work.

Books on Study Skills

For Parents

Homework without Tears, by Lee Canter and Lee Hausner (Harper & Row Publishers). Presents a program to provide parents with an organized approach to helping their children with homework. Helps develop the skills to create a positive and stress-free learning environment the home.

How to Help Your Child with Homework, by Man Marguerite C. Radencich and Jeanne Shay Schumm (Free Spirit Publishing). Includes charts, resources, games, and study tools to help parents assist their children with homework. Topics include reading, spelling, writing, math, science, social studies, reports, and tests.

The Survival Guide for Kids with LD, Learning Differences, by Gary Fisher and Rhoda Cummings (Free Spirit Publishing). A handbook, which discusses different types of disorders, and programs at school. Suggests ways to help children with learning disabilities, make friends, and cope with negative feelings. Includes a list of resources and organizations; for kids with LD.

For Children, Ages 4-6

Pet Animals, by Lucy Cousins (Tambourine Books). Shows animals that children might have for pets. Also gives the word for each animal. This is a board book, which makes page turning easy for little hands.

Ten, Nine, Eight, by Molly Bang (Mulberry Books). Presents some of the different objects found in a child's bedroom while she is getting ready to go to bed. Counts the items from ten to one.

The Icky Bug Alphabet Book, by Jerry Pallotta (Charlesbridge Publishing). Displays "icky bugs" for each letter of the alphabet. Large precise illustrations and descriptions accompany each creature

For Children, Ages 6-8

What to Do When Your Mom or Dad Say, "Do Your Homework!" (and Schoolwork), by Joy Wilt Berry (Childrens Press). Explains why children are given homework and the benefits of doing homework. Gives suggestions on how to do homework well and learn from it.

What to Do When Your Mom or Dad Says... "Get Good Grades!", by Joy Wilt Berry (Childrens Press).

Defines the purpose of tests and grades. Presents practical skills that will enable students to get the most out of tests and grades.

Blinkers and Buzzers, by Bernie Zubrowski (Beech Tree Books). Includes experiments and projects that deal with electricity and magnetism. Most of the materials needed for the projects are found in the home.

For Children, Ages 8-10

Stories to Solve, by George Shannon (Beech Tree Books). A collection of brief folktales in which there is a mystery or a problem to solve. The puzzles can be solved by using common sense or careful observation.

How to Be School Smart, by Elizabeth James and Carol Barkin. Examines different learning styles. Suggests ways to get organized. Includes chapters on homework and tests.

How to Write a Great School Report, by Elizabeth James and Carol Barkin. Guides the student through the different steps of writing a report. Outlines choosing a topic, finding information, taking notes, preparing to write, writing, editing, and proofreading.

Helping with Geography

Along with mathematics, geography is one of the subjects that typically scares parents. They often feel they will be unable to help their children in this area. Here are five themes for helping children with Geography:

1. Where are things located?
2. What characteristics make a place special?
3. What are relationships among people and places?
4. What are the patterns of movement of people, products, and information?
5. How can the Earth be divided into regions for study?

These five themes were developed by the Committee on Geographic Information of the National Council for Geographic Education and the Association of American Geographers. They are consistent with the standards for teaching geography to students K-12, released in 1994.

These themes, and other publications for parents who want to help their children, can be found at the U.S. Department of Education's website. This site has an extensive collection of information and can be found at http://www.ed.gov/pubs/parents

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