Common Core Standards – I

Tags

Common Core Standards, Preferred learning style, teaching

By Renée Smith | j&R Tutoring Academy of Indiana
I really did not want to venture into the churning waters of the Common Core Standards debate, but the discussion has become such a hot topic that I can no longer avoid it.

Our local paper publishes an article, letter to the editor, op-ed, or all three every week. The Internet is replete with commentary, and now there are television ads in support.

I first became aware of the CCS while studying for my Master of Arts degree in education. The members of my classes were about evenly split regarding them. What I did not realize was that my state (Indiana) had already adopted CCS for gradual implementation beginning with the early elementary grades.

Since Indiana’s own standards had been lauded by educators nationwide, this change to CCS did not make sense. Of course, the Superintendent of Public Instruction who pushed them through without input from educators had to find a new job following the 2012 election.

Now the public debate is ongoing.

At first glance these national standards would appear to be a great idea. What could possibly be wrong with having all states require the same knowledge from all students at the same point in their education? I completed my MA through an online course of study, and was privileged to have people from all over the country in my classes. Many of these teachers regularly complained that when new students moved into their classes, the students were behind.

They believed that the CCS would fix this problem. My problem with those complaints was that none of the teachers ever stated that a new student was ahead! Now I just do not accept that all move-in students regardless of location were behind. I posed this observation in an online discussion, and no one responded!

The other undeniable fact regarding elementary students is that their development is very irregular! No two students develop the same skills at the same rate or time. My very pragmatic brain could not marry the facts that 1) maturity and learning develop at different rates, and 2) the CCS expect all students to learn the same things at the same time.

In a perfect world these so-called national standards would be fine. We do not have a perfect world nor will we. And quite frankly, that world would be quite boring!

Not only do young children develop at differing rates, but potential learning difficulties may not have been discovered! Additionally remember that everyone has a preferred learning style. This, too, very likely has not yet been discovered.

So what we have is a room full of young children just learning how to learn, each developing at their own rate and style, being expected to have accomplished the SAME THINGS by the end of the year!

More on this to come . . .

http://www.jnrtutoring.com

Are Your Children Ready for School?

Tags

Education, Parents and children

By Renée Smith | j&R Tutoring Academy of Indiana

And no, I don’t mean do they know the alphabet or numbers from one to ten. Are they rested, fed, dressed, have their books and/or homework, coats, hats, gloves, and any number of other items that may be necessary?

I have previously mentioned the importance of establishing discipline and rules of behavior at an early age. When formal schooling begins, the smart parent implements more standard procedures.

Children who have attended a preschool do have some advantage because they have already learned several behaviors like hanging up their coats and putting their items in a specific place. However, once they enter the world of public or private school, the requirements multiply.

Parents need to be sensitive to the additional responsibilities and stresses school presents. Your child should have one place where the backpack – or similar item – belongs. Then everyone knows where to look for assignments or completed papers. There will not be mad chaos looking for the backpack the following morning when it is time to leave.

Having dinner about the same time each evening is also quite helpful for both children and parents.

A quality breakfast that is not eaten on the run is a must! You wouldn’t set out on a trip unless there was gas in the car. Don’t send your children to school unless they are “gassed up!” And this does not mean a doughnut! The teacher does not need a room full of children on a sugar high! And unfortunately, the sugar high is followed by a “low.”

Set bedtimes and stick to them. We all have those situations when circumstances necessitate an exception, but your children will be more successful in school when these exceptions are rare.

Do you have a child who makes the selection of the daily wardrobe high drama? Choose two outfits and lay them out the night before. Then the following morning the child can select the one to wear. The child still gets to pick, but hopefully the drama is eliminated.

Allowing a child to control any situation diminishes mom and dad’s ability to parent! I have heard so many parents lament that their child “pitches a fit” if one or another behavior is curtailed.

Mom, Dad, if you haven’t figured it out . . . your child has outsmarted you. They know all they have to do to get their way is to pitch a fit.

Children who arrive at school well rested, well fed, and for whom there was no chaos at home (looking for the backpack or selecting the outfit) will be much better prepared for the day.

Adults don’t like to begin the day stressed and neither do children!

http://www.jnrtutoring.com

Parent or Friend?

Tags

Children and adults – learn differently, early childhood education

by Renée Smith, j&R Tutoring Academy

Many parents today like to boast that they are their child’s best friend. They view this relationship as a way to be a part of their child’s friendship circle, and (hopefully) privy to all their concerns, actions and inner-most thoughts.

Many of these parents are products of our current culture that encourages everyone to be tolerant, that we should not judge; and who support the policy that gives all children a trophy. These are likely the same parents who threaten to sue the school when anything untoward involves their child.

Webster defines “friend” as a close acquaintance, a person on the same side of a struggle, a supporter or sympathizer. “Parent” is defined as a father or mother, progenitor, any “thing” from which other things are derived.

In addition to love, critical roles of parents are to set boundaries, create rules, administer discipline, and yes, judge their children. How can parents properly function in these roles if they are sympathizers or supporters?

Yes, I know how difficult it is to discipline a small child. I have children, step-children and grandchildren. And how many times have you heard someone say, “This is going to hurt me more than it hurts you.” Of course, the kid doesn’t think so until they become a parent!

Do you give in to your five-year-old who does not want to go to bed, or throws a fit in the grocery store because he wants that Matchbox car so strategically placed in the check-out lane? We all do these things once in a while, but if this is regular behavior, what are you teaching your child?

Going to bed in a timely manner is one of the first lessons of schooling. So very much learning occurs in the early elementary grades. Children who arrive at school sleepy or hungry are already behind! Parents reluctant to enforce bed times are not making friends; they are creating behavioral problems for the teacher.

Free-wheeling parents who do not believe in following a schedule or enforcing behaviors will find it very challenging to convince a five-year-old that now schedules and behaviors need to be enforced. Proper behavioral training begins very early. Then when school begins the child understands there are boundaries.

Parents must understand that children who know their boundaries are much happier than those who do not. Yes, they may protest – they are children and that’s what children do – but overall, they are comforted in the knowledge of knowing the limits.

Be a parent and save the friendships for your contemporaries. Your children will be much better for it.

http://www.jnrtutoring.com

So . . . When to Worry?

Tags

early childhood education, J&R Tutoring Academy, kindergarten readiness, tutoring

by Renée Smith, j&R Tutoring Academy

Hopefully, you have been able to pick up a few pointers to determine if your child needs additional or alternate instruction. In this posting I will add a few general ideas that hopefully will help you make a sound decision.

The elementary grades have changed quite a bit over the past twenty years. Kindergarten is essentially what first grade used to be. Children who have not attended a pre-school and/or do not have parents engaged in early learning are very likely going to struggle. Additionally the shift from third to fourth grade is quite dramatic.

One phrase often repeated regarding elementary school is, “Children learn to read until the third grade, then they read to learn.” A child who has not mastered reading by the end of the third grade is going to be very challenged going forward.

I suspect most everyone has overheard a conversation of a family whose native language is not English. The parents may speak to their children in a native tongue, but the children respond quickly and easily in English. These children have learned two languages as a part of their natural development.

There is a lot of truth to the old adage, “You can’t teach an old dog new tricks.” Although it is not impossible, it is far more difficult. So much like the small child who easily learns two languages, the younger the brain, the more likely retraining will be successful. A young child’s brain is a very malleable organ.

As parents we don’t want to hear that our child is “behind” or “not keeping up.” We all want our children to do well, to not have to struggle. But we do them a greater disservice if we ignore problems.

Children develop at very different rates. A child may be ahead in math but behind in reading or vice-versa. However, if after one or two years of formal education, your child’s teacher is expressing concern, the time has come to act.

More homework or additional worksheets will not resolve a true learning problem. Waiting another year or two “to see if your child can catch up” will likely result in disappointment. All learning builds upon what was learned previously. The teacher and the class cannot wait until those who have fallen behind can “catch up.”

The website greatschools.org has a treasure trove of great information that lists and then goes into greater detail about what a child should be able to do at each grade level. Remember that these lists are general and your child may not meet all of the listed criteria. However, if there are several items on the list that are lacking in your child, action needs to be taken.

I belong to several LinkedIn tutoring discussion groups. Recently one discussion has focused on the term “tutor.” Some believe it has a negative connotation; others believe that it correctly states the task. However a lady in Great Britain noted that in her country, having a tutor was a privilege, and she was confused by the entire discussion!

If your child needs additional instruction to help achieve grade level norms, then give the privilege of allowing a tutor to help!

http://www.jnrtutoring.com

Here We Go Again!

Tags

early childhood education

by Renée Smith/j&R Tutoring Academy of Indiana
The public schools’ PC police were at it again last week! Two little boys were suspended from their respective schools – one for nibbling a Pop-Tart into the shape of a gun, and the other for putting little plastic army men on cupcakes! His mother made the cupcakes for his class and he put the men on them. Of course, the school dumped the sweet treats in the garbage!

In one situation the school made counselors available for the children who may have been traumatized by the act! As much as I have tried, I cannot take either situation seriously. (Okay, I didn’t try that hard!) With all the real concerns in our public schools, why are teachers, counselors and administrators wasting time on totally innocuous situations?

I wonder if the men now serving in Afghanistan or the veterans who stormed Normandy would have needed counselors because of cupcake or Pop-Tart trauma?

Would either boy garner as much attention (by the school) if he were struggling in reading or math? Perhaps . . . but I doubt it.

I had planned to add the final piece in my “when to be concerned” series of blogs today, but these two episodes just blew my mind! I feel the need to vent!

If a second grade boy is suspended from school for two days for his Pop-Tart crime, what are they going to do if he actually does something harmful? How are our children going to learn the difference between good and bad acts when schools adhere to these inane policies?

I watched an interview with the Pop-Tart criminal, who was about seven. He was quite well spoken and genuinely perplexed by what had happened! How does a parent make sense of the school’s action? Do we really want our schools making value judgments about our children based on how they bite into foods?

Suspending seven-year-olds will not prevent a shooting rampage down the road. Our schools should be encouraging our children to develop the skills that will help them make sound decisions. I wonder what discipline the school enacts if a seven-year old intentionally hits and injures another student?

Schools are social institutions and there must be rules of behavior; however, “the punishment should fit the crime!”

Parents, please check the discipline procedure at your child’s school. If it does not differentiate among various acts of misbehavior, work with them to bring about change. Children should not be victimized by a system unwilling – or afraid – to make distinctions in less than stellar behavior!

I feel better! Back to the final installment of “when to be concerned” next time!

http://www.jnrtutoring.com

Is Your Child NOT Paying Attention . . .

Tags

dyslexia, kindergarten readiness, tutoring

by Renée Smith/j&R Tutoring Academy

. . . or is there a learning problem? Can you read the short passage that follows?

7H15 M3554G3
53RV35 7O PR0V3
H0W 0UR M1ND5 C4N
D0 4M4Z1NG 7H1NG5!

This is a portion of an email I received this week. These types of emails regularly make the rounds, and I have also seen them in magazines. The intent is to demonstrate how one’s mind can “read” words not spelled correctly.

The passage says, “This message serves to prove how our minds can do amazing things!”

Reading these types of exercises is often recommended for aging minds. What if this is what your child sees every day?

No amount of regular instruction is going to help children who have one of the many forms of dyslexia. They can look at a word and be able to read the letters, yet just a few minutes later are completely unable to recall the word. Their mind has not developed the ability to recognize and retain the letters and/or the sounds that accompany the letters.

Can you imagine how frustrating it is for a child who does not understand why he can’t “see” what the other children are seeing? Then the teacher may become annoyed, mom and dad want to know why the child is not learning how to spell, and pretty soon the child’s confidence begins to erode.

When I was employed by one of the national franchise tutoring concerns, I tutored a second grade girl whose mother was overly concerned about her poor penmanship. After a few sessions, I noticed that she was not able to retain simple knowledge from one tutoring session to the next – a span of 48 hours. Both of these are indicators of dyslexia.

These are also the kinds of problems that can be missed in the classroom. Penmanship is not a high priority skill and failure to remember “something” from one day to the next can easily be overlooked. I noticed it because I was working directly with her twice a week. I became alarmed enough to suggest to the mother that she be tested. Unfortunately my suggestion offended the mother.

Look at the passage above again. For children with some forms of dyslexia, words always appear confusing, and they do not even “look” the same from one time to the next. With proper instruction the situation can be greatly improved. The earlier the problem is identified and addressed, the easier it is to correct.

Although there are many types of learning problems, I am focusing on reading because the ability to read is fundamental to all learning.

If the child can’t learn the way we teach, maybe we should teach the way they learn.
-Igancio Estrada

 

http://www.jnrtutoring.com

The Definition of Insanity

Tags

early childhood education, Education, J&R Tutoring Academy

by Renée Smith/j&R Tutoring Academy of Indiana

Albert Einstein’s definition of insanity – doing the same thing over and over but expecting different results – has been applied to numerous situations. Could it also be applied to education?

In a prior blog I noted some possible signs that your child may be having trouble in school: reluctance to get ready for school, hides papers, feels “sick” a little too often, or your formerly outgoing child has begun to withdraw. Other possible indicators are poor homework, waning self-esteem, test anxiety, and/or declining grades. Perhaps your child has hit a plateau.

If you or your child’s teacher have noted any of these, what action was taken? Did the teacher assure you that your child would “catch up” or that it was too early to worry? Teachers have 20 to 30 students to monitor. They do a masterful job, but the reality is that the students who struggle the most are the ones who garner the most attention.

A child who is slowly slipping may get lost in the everyday activities of the classroom.

According to Peg Tyre, education journalist and the author of The Good School: How Smart Parents Get Their Kids The Education They Deserve, “Kids who are not reading at grade level in first grade almost invariably remain poor fourth grade readers. Seventy four percent of struggling third grade readers still struggle in ninth grade …”

Ms. Tyre’s statement should be a wake-up call to parents. As soon as a parent feels something is not right, action should be taken. Potential learning problems can be everything from a simple personality conflict between student and teacher to some type of learning disability.

Ms. Tyre recommends the first action is to meet with the teacher and/or specialist. Here is where the insanity definition comes into play. If your child is having trouble in school, doubling down on him or her to “pay attention” or “do extra worksheets” or anything similar to what is already happening in school, will not change anything!

The early school years are so critical to learning. The early elementary years are your child’s foundation for all learning. Problems not addressed do not improve on their own. Better to find out early than wait until there is no question (about the existence of a problem).

Of course, I’m going to suggest tutoring. A tutor has more time to focus on the child as an individual. At j&R Tutoring Academy we do a very thorough diagnostic that generates a nine to eleven page report, depending on the child and the potential problems. We also screen for preferred learning style. Sometimes the solution may be as simple as rebuilding self-esteem.

Just because there is a problem does not mean it will be difficult to resolve. The key is to recognize the situation and act upon it. Stop the insanity!!!

http://www.jnrtutoring.com

Upcoming Events | Springtime in Indiana, Art, Craft and Gift Showcase
Please visit our J&R Tutoring Academy booth at the Hamilton County 4-H Fairgrounds in Noblesville, IN
Saturday March 16 – Sunday March 17
Admission to the show is only $3.50 and includes ample free parking. Children 12 and under are free.

 

Does Your Child Need Additional Help?

Tags

early childhood education, kindergarten readiness

by Renée Smith/j&R Tutoring Academy

How do parents know if their child needs extra help? Anyone with access to the Internet – and that is just about all of us – can research learning problems. The good news is that there is a lot of information on the Internet. The bad news is that there is a lot of information on the Internet!

Then there are the inevitable opinions from friends, relatives, pediatricians, teachers, neighbors, and just about everyone else! How does a parent know what to believe?

The next few blogs will discuss when to be concerned. One common mistake parents make is to compare one child to another, whether their own or a playmate. No two children develop at the same rate, nor do they develop the same skills at the same time.

The charts in the doctors’ offices and the books are based on averages. Although most children fall in the stated ranges, nothing is 100%. My youngest child was a very late talker. I was really beginning to worry when paragraphs suddenly began coming out of his mouth! As the youngest of four, he had no reason to talk. There was always someone there to interpret what he wanted! He may not have needed to talk, but he certainly had been learning a lot!

This does not mean that nothing is wrong if a child has not begun talking when expected. I have a close friend whose son was not talking by age three. He had a profound hearing loss. Unfortunately she had to be very persistent with doctors and specialists before it was discovered.

Parents do need to pay attention to their children’s development. They do not need to panic about it. Although I have shared two examples that represent opposite ends of the learning continuum, the majority of children fall in between.

Education.com notes that children about to enter kindergarten should at least have the following ten skills:

1. Read their name
2. Recite the alphabet
3. Recognize some or all of the letters in the alphabet
4. Correspond some or all letters with their correct sound
5. Make rhymes
6. Hold a book right side up with the spine on the left, front cover showing
7. Recognize that the progression of text is left to right, top to bottom
8. Echo simple text that is read to them
9. Recognize that text holds meaning
10. Re-tell a favorite story

If you have a child who will enter kindergarten this fall, and some of these skills have not developed, then a summer program may be in order.

http://www.jnrtutoring.com