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.