Keystone Magazine Learning the Keystone Way 2015-2016 EN | Page 54
teacher
teacher talks
talks
tration while they are trying to
do their homework. So a set
time may help deal with some
of these issues.
It is also important to create a
study plan. While doing so, one
of the things to consider is the
place where a student is work-
ing. And if the student is strug-
gling, perhaps he/s he needs
what we call a public space, for
instance the kitchen table. Then
once the study plan – hourly
schedule after a school day – is
made, it would be useful to post
it where every family member
can see it. This then becomes the
routine, an expectation rather
than asking the student every-
day, “Do you have homework?”
For instance if you have set
aside a 2-hour block of time
for homework, the expecta-
tion is that you are doing your
homework, or that you are do-
ing other school-related work
in that set time, such as revising
new vocabulary learned in the
52
day. Students could be review-
ing their class notes, or check-
ing their school planner for up-
coming project or assignment
deadlines. The school planner
has a lot of useful information
for students and parents, such
as the IB approaches to learning
and learner profiles, as well as
the academic calendar. It is also
a good communication tool.
Parents can look at the planner
with their child and talk about
their projects and assignments.
It is also important that chil-
dren follow an end-day routine,
which includes getting their
planner signed by parents, es-
pecially in grades 6 and 7. They
should also check to ensure
their backpacks have everything
they need for the next day. This
is a good visual reminder for
students and parents and de-
mands organization. Students
struggle with organization at
this age and we can give them
the tools to support them.
Supporting Your
Child
Parents can also speak to their
children about time manage-
ment as you look through the
school planner, and discuss
upcoming assignments and
projects. Parents can also en-
courage children to approach
relevant teachers if they need
more help. Children can often
be apprehensive to approach
teachers, but parents can con-
tinue to encourage them to
do so, if not in person then via
email. And I would also empha-
size that we should refrain from
rescuing our children too much.
They must learn to fall down,
and pick themselves up. If we
rescue them every time, they
will not learn that important
skill. A good question you can
ask them if they are facing a dif-
ficult situation is, “What can you
do about that?” You can come
up with ideas together with
your child to solve the problem
they are facing, but also letting
them choose their solution.