STUDY SKILLS TIP #61 – PARENTAL INVOLVEMENT

by psalter on February 1, 2015

Whilst parents are often involved in their teenager’s sporting, musical or dramatic activities, parental support on the sidelines of their adolescent child’s studies can be also be beneficial, particularly to academic performance. Research shows that children are more likely to succeed if parents are involved in their learning. Hendersen and Mapp (2002) found that ‘the more families support their children’s learning and educational progress, the more their children tend to do well in school and continue their education’.

Strategies for Parents to help their secondary school aged students achieve their potential:

  • WORK ENVIRONMENT

The obvious logistical support is providing a quiet, open space with few distractions for working at home. Involve your student in creating this space. Workspace tools for effective learning include a desk, ergonomic chair, a noticeboard and good lighting, as well as a shelf or drawers for folders, reference books and non-essential work. Spending time to discuss options, alternatives and reasons for establishing a dedicated work area is valuable.

  • BREAKFAST

Importantly students need to start the day with a nutritional breakfast, as this will increase energy, attention, concentration and memory, particularly if the breakfast includes grains, fibre, protein and is low in sugar. Parents can facilitate this good start to the day as part of the daily routine. Similarly, nutritious snacks and lunch will enable the student to remain more focused throughout the day.

  • ORGANISATION

A calendar for each term should be created and displayed near your student’s desk andin prominent thoroughfares in the home, such as the kitchen. The calendar or term planner should include: all co-curricular and social activities, as well as assignment, assessment or test dates. This helps the student see the big picture of commitments and not simply a weekly or daily vision as school diaries or digital devices usually allow. The student, and parent, can clearly see when heavy workload periods occur, and social activities can be tailored to ensure work has a priority. It’s a good idea to sit down with your student every couple of days to discuss the schedule ahead, when the work can be slotted in, and how a parent could help by reducing family commitments, or by setting boundaries with social engagements. Regularly sitting down to discuss workloads and tasks due, reviewing activities and schedules can help students learn to be more productive and organized.

  • FILING SYSTEMS

Master folders should be set up for each subject at home, so after each topic is completed the notes can be placed in appropriate categories. This also gives students somewhere to file completed tests and assignments. Most students carry their current notes to school each day, but naturally as the term and year progresses it’s impossible (and risky if misplaced) to have all worknotes in one folder. Students may also need help organising the files on their computers and devices (although it is likely that many students know more about this than their parents!).

  • ROUTINES

Helping your student to establish routines can add an element of calm to each day. Simple routines such as having the school bag packed and uniform ready before going to bed each night, can eliminate unnecessary angst in the morning. A useful addition to the evening schedule is to determine the next afternoon’s program: when homework and daily revision will be done around co-curricular activities, dinner etc. This can give a clear direction when your student comes home each day. Some students find that having regular times set aside for schoolwork each day helps them to develop a routine of working. Other students will need to make a plan each afternoon as their schedule changes each day.

  • TIMETABLE

Know your student’s timetable, so it’s easy and relevant to ask “What were you doing in Science today?”. A specific question can often open a conversation where your student not only shares but, in doing so, reinforces what was learned which increases memory (and understanding) of the lesson.

  • SUBJECTS

Know your student’s subjects, and become aware of the topics covered each year in those subjects. ‘Improved educational outcomes result from a genuine interest and active engagement from parents’ (OECD 2011), so knowing the topics could allow parents to expose students to different dimensions of the subject through film, books, contemporary issues, the Internet, exhibitions, travel etc. Students appreciate, perhaps subconsciously, that the parent is truly interested in their learning and what they are learning.  Some schools will give students a course outline and the state’s educational body will also have a website where parents should be able to access the syllabus (what will be taught) for each subject.

  • ASSIGNMENTS

A helpful strategy is to keep abreast of when assignments are given. Talking to your student about assignment expectations, drawing out their understanding of the topic, criteria and parts of the assignment can instill a deeper appreciation. It’s good to probe and ask more about the assignment topic with questions, as this could give your student other perspectives, and once more, help the student feel the parent has a real interest in learning. When planning the workload for an assignment, parents can help break the work into chunks or parts. This can reduce the sense of the overwhelming enormity of the task and the task can be broken into manageable parts, which are then scheduled to be done into the calendar or diary.

  • TESTS

Similarly, parents can help students prepare for tests by quizzing them, asking for concepts to be explained or helping write practice tests. Explain to your student that memory and understanding can increase if the brain is using multiple processes to use information, such as writing, reading, speaking, drawing or singing! When tests are returned, focus on what was achieved and note concepts to revise. If students know parents are not solely focused on the grade, but also on the process, and that tests (and assignments) are tools to learn, intrinsic motivation can develop.

  • CO-CURRICULAR ACTIVITIES

There comes a time in secondary school when some co-curricular activities need to be cut for a period of time, as academic demands increase or the student is juggling too much. It’s unlikely students will initiate severing an activity so it’s generally up to parents. Students, like adults, can give more to an activity when there is time, and academic work needs to be one of the main priorities during the school terms. Parents will often be the first to notice when their student is over-loaded (and it varies for each individual), when school work is rushed or dismissed, when their student is tired or out-of-sorts, when they have no “downtime” on weeknights. Everyone needs some downtime, even if it is only for an hour of escapist freedom.

  • TECHNOLOGY

Parents need to be the “bad cop” when it comes to limiting computer games, or other digital device activity. It is advisable that devices are not in bedrooms when students go to bed. However, rather than dictating the rule, parents should talk about the need for solid, sufficient sleep for the brain to re-wire neural pathways to consolidate the day’s learning. Lack of sleep can lead to reduced concentration and attention span, delayed response time, and decreased short-term memory.  Rules for technology (including TV viewing) should be developed together if possible so there is agreement about the approach.

  • COMMUNICATION WITH THE SCHOOL

It’s now fully acknowledged that together, parents andteachers play a dual role in educating students, so it’s vital to maintain open communication with the school. It’s important for parents to keep abreast of school information conveyed to through newsletters, school portals, emails and so on, as it’s not uncommon for a student to miss information at school. This allows parents to flag or discuss with their student what the school is offering, advising or sharing. For example: a newsletter may alert parents to additional “maths tutorials” offered before school, or “homework help sessions” after school. This reinforces again that the parent is interested in their student’s learning. It is equally important for parents to advise the school of extraneous issues happening at home, as this would give teachers an understanding of atypical behaviour, work ethic, concentration etc. An illness or death in the family (including a family pet), parent absence for more than a fortnight, or challenging issues on the home front, are examples of when parents should contact the school. Moderated assignments, extensions on homework, or relaxed detentions could result, and allow the student to resume their learning journey without additional stress. However secondary school students also need to gain skills and strategies to deal with life’s variables, and to become independent, confident problem solvers. So it’s also important for parents to give students opportunities to manage issues at school themselves. Parents should not approach the school to “fix” every minor problem, such as a student missing a page in an exam which lowered his grade, or a student feeling they had been maligned by a peer. Both these instances are life-lessons to learn from or solve, so parents should encourage students to ask for approach teachers themselves when needed.

The strategies above should be developed with the child, and hopefully will be independently adopted by the student when they reach their final years at school. It’s worthwhile noting that each point is related to the child’s learning, as this sends a very positive message that the parent is engaged and interested in the learning process.

[OECD 2011] PISA in Focus, (2011). What can parents do to help their children succeed in school?. [online] Available at: http://www.oecd.org/pisa/49012097.pdf [Accessed 2 Jan. 2015].

[Henderson and Mapp 2002] Henderson, A. & Mapp, K. (2002). A new wave of evidence. The impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory (SEDL). Available: http://www.sedl.org/connections/resources/evidence.pdf [Accessed 2 Jan 2015]

 

If your school subscribes to www.studyskillshandbook.com.au  you can learn more about goal setting and how to make the most of school by working through the units on the site. Check if your school subscribes here.

NOTE: The CONTENT on this blog and the email newsletters is NOT TO BE COPIED, reproduced or shared in any form.

The only exception to this are the SUBSCRIBING SCHOOLS to www.studyskillshandbook.com.au who have permission to use these tips in their school newsletters, forward to students and parents or post on school noticeboards.

 

Prue Salter
Enhanced Learning Educational Services
The study skills specialist!
Study Skills Resources: www.enhanced-learning.net
Online Study Skills Handbook: www.studyskillshandbook.com.au

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What are electronic games doing to the adolescent brain?

Mobile and handheld technologies provide great opportunities for learning.  However, with the vast number of electronic games also available, it is easy for students to become distracted by these games at any hour of the day or night and in any location.  Globally, addiction to electronic games is becoming an increasing issue – with some players spending more than 12 hours a day playing games.

Here is some of the evidence about the negative impacts of too much gaming, including what is happening to the adolescent brain of students who spend too much time on these activities.

 

DA Gentile, H Choo, A Liau, T Sim, D Li, D Fung, A Khoo “Pathological Video Game Use Among Youths: A Two Year Longitudinal Study” (2011) Pediatrics Vol 127 No. 2, ppe319 – e329

This two year longitudinal study conducted in Singapore followed over 3,000 children in middle and high school.  It found that students who spent more time gaming had lower social confidence, greater impulsivity and were more likely to become pathological gamers. Further, the study found that those students who were pathological gamers were more likely to have lower school performance, along with disorders such as depression and anxiety.

http://pediatrics.aappublications.org/content/127/2/e319.short

 

J-P Chaput, T Visby, S Nyby, L Klingenberg, N Gregersen, A Tremblay, A Astrup & A Sjodin “Video Game Playing Increases Food Intake in Adolescents: A Randomised Crossover Study” (2011) The American Journal of Clinical Nutrition Vol 93, no. 6 1196 – 1203

This study examined the relationship between energy intake and gaming in 22 adolescent males.  It compared their energy intake after a period of gaming and also a period of rest.  Biological markers (appetite hormones and blood pressure) were used as measures, along with behavioural observations (spontaneous food intake).  The study concluded that participants had a higher energy intake when engaging in gaming than during rest and that this was regardless of their appetite sensations. This means students were eating more than they needed.

http://ajcn.nutrition.org/content/93/6/1196.short

 

S-B Hong, A Zalesky, L Cocchi, A Fornito, E-J Choi, H-H Kim, J-W Kim and S-H Li (2013) “Decreased Functional Brain Connectivity in Adolescents with Internet Addiction” PLoS ONE 8(2): e57831. Doi:10.1371/journal.pone.0057831

In this study, the brains of 12 adolescents with a diagnosed internet addiction were examined in comparison with 11 “healthy” adolescents.  The study found that there was reduced functionality in parts of the brains of those with the addiction.

 

M-H Park, E-J Park, J Choi, S Chai, J-H Lee, C Lee, D-H Kim “Preliminary Study of Internet Addiction and Cognitive Function in Adolescents based on IQ Tests” Psychiatry Research Vol 190, Issues 2-3, 30 December 2011, pages 275-281

This study commenced with a screening of over 500 middle and high school students to identify those with an internet addiction and compared 59 internet addicted students to 43 non-addicted students using an IQ test.  Results showed that the students with an internet addiction had lower scores in relation to comprehension than the control group.  Further research is required to determine whether this is cause or effect ie. Does the lower comprehension predispose the student to internet addiction, or does the internet addiction cause brain changes?

http://www.sciencedirect.com/science/article/pii/S0165178111005786

 

If your school subscribes to www.studyskillshandbook.com.au  you can learn more about how students can prepare for exams and manage stress by working through the units on the site. Check if your school subscribes here.

Prue Salter
Enhanced Learning Educational Services
The study skills specialist!
Study Skills Resources: www.enhanced-learning.net
Online Study Skills Handbook: www.studyskillshandbook.com.au

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STUDY SKILLS TIP #59 – MAKING THE MOST OF THE YEARLY REPORT

December 1, 2014

Ten Top Tips to Make the Most of the End of Year School Report 1. Before the report arrives home, a useful exercise would be to ask your child to write their own school report. Make up a grid similar to this (below) for all subjects, and ask your child to pretend to be the […]

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STUDY SKILLS TIP #58 – MANAGING CHILDREN’S TECHNOLOGY USE

November 1, 2014

Parents are often at a loss about how to manage the amount of time children spend using technology. This is becoming particularly difficult as students are required to not only undertake their research electronically, but also to complete their work from school either on-line or at least on the computer.  It can be hard to […]

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STUDY SKILLS TIP #57 – HOW TO STAY POSITIVE AS EXAMS APPROACH

October 1, 2014

This month’s tip from Rocky Biasi at Human Connections.  Learn more about ‘tapping’ techniques that can help manage stress at: https://xb145.isrefer.com/go/entap/Enhanced/ SYDNEY ONLY: Individuals (parents and students) may be interested in attending a workshop in Sydney during October run by Karen Gilles on enhancing self-awareness and self-understanding, which will also help stress management: http://www.embodiedgroundedconnection.com/Workshops.html. Watch this […]

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STUDY SKILLS TIP #56 – RESEARCH ON MULTI-TASKING

August 31, 2014

Even though parents and teachers tell students that multi-tasking is not an effective way to work, sometimes students just don’t believe them! They think they are different, they think it is just something parents and teachers say with no evidence. So here are some academic research studies to demonstrate to students where the proof is […]

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STUDY SKILLS TIP #55 – WHERE TO FIND HELP

August 1, 2014

Where can students find help when they are struggling at school? The following information will help you give guidance depending on the type of issue:   ADVICE FOR STUDENTS HAVING PERSONAL ISSUES If things in your life are upsetting you or stressing you this will affect your ability to learn effectively. Talk to your family, […]

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STUDY SKILLS TIP #54 – MANAGING STRESS & RELAXING

July 1, 2014

Seven Quick Tips to Help Your Student Relax The daily demands of life, such as exams, peer pressure, and homework assignments, or the challenges of relationships, family, or not making it on a sporting team can lead to an overwhelming feeling of stress. What students need to learn is how to cope with these situations in order to […]

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STUDY SKILLS TIP #53 – HAVING SET TIMES FOR SCHOOLWORK

June 1, 2014

Many students when they come home from school end up just waiting until they might ‘feel’ like doing schoolwork. Or else they drag the work out over the whole night. A much better way to work is each night have set allocated times for schoolwork, 2-3 half hour blocks. During this time students should do homework […]

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STUDY SKILLS TIP #52 – THINKING AHEAD

May 1, 2014

Do you have a student who is riding a rollercoaster at school? Rollercoaster study is where students stay up late doing last minute assignments, then they take it easy for a while and do very little, then panic again when something is due and have to spend huge amounts of time at the end completing the work. If students […]

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