Current and former members of the USA TODAY All-USA Teacher Team are answering parents' education questions through Aug. 13. Read the answers for special education, high school, middle school, elementary school and kindergarten by scrolling this page. Submit questions by using the "E-mail a question" link on the back-to-school report home page.
Special education
Members of USA TODAY's All-USA Teacher Team answered questions from parents.
A parent asks:
Our daughter, nine years old, is about to enter fourth grade. She exhibits ADHD tendencies. Focusing on a task often presents a challenge to her as she is easily distracted. Her teachers have expressed a need for her to begin and complete tasks within an appropriate period of time. She also has a great deal of difficulty in transitioning from one activity to another. So our question is: Do you have any suggestions for helping Molly transition from the lazy days of summer to her vigorous, heavily scheduled school schedule?
Suggestion:
The transition from the lazy days of summer to the rigors of a school routine can be challenging. There are many things you can do to help. Establish a home routine that includes a set bedtime on school nights, a certain time set aside for homework, and a quiet place to do homework where your daughter can concentrate. Make sure the place is not overly stimulating. We know that a healthy diet is important for all of us, but it is especially important for students with ADHD tendencies. Avoid foods high in sugar content. Using a timer for homework assignments can also be helpful. You mention a vigorous heavily scheduled school schedule. If your daughter participates in outside activities during the school week, I would keep those to a minimum so she can successfully complete her homework and get enough rest to be alert and focused during the school day. Early in the school year, set up a time to talk to your child's teacher for additional ways you can help at home. Keep in contact with your child's teacher throughout the year so you can continue to support your daughter's learning.
Suggestion:
The IEP process can be overwhelming. You might want to consider the following: Ask for copies of all information shared at meetings. Start a resource binder to keep track of important information such as assessment results, recommendations, etc. It helps to have copies of the information to refer to both during and after the meeting. Ask for clear explanations of all services available for your child. If a special classroom setting or teacher is suggested, visit the room and meet the teacher. Ask for information on services available for you such as parent support groups, parent education programs, and community resources. Support groups allow you to share common experiences and concerns as you learn from others. Writing down your questions, concerns, and any suggestions you have before the meeting will help you be better prepared during the meeting. Again, write down the answers/recommendations and put them in your binder. Recommendations should be clear and specific. Never hesitate to speak up and ask for clarification on anything that may be confusing. Teachers and administrators are there to help. If necessary, take time after the meeting to think over the recommendations/suggestions before making decisions. Always remember that you are your child's best advocate. If you feel the need to ask for help from an outside source, that is your right.
A parent asks:
Our daughter, nine years old, is about to enter fourth grade. She exhibits ADHD tendencies. Focusing on a task often presents a challenge to her as she is easily distracted. Her teachers have expressed a need for her to begin and complete tasks within an appropriate period of time. She also has a great deal of difficulty in transitioning from one activity to another. So our question is: Do you have any suggestions for helping Molly transition from the lazy days of summer to her vigorous, heavily scheduled school schedule?
Suggestion:
The transition from the lazy days of summer to the rigors of a school routine can be challenging. There are many things you can do to help. Establish a home routine that includes a set bedtime on school nights, a certain time set aside for homework, and a quiet place to do homework where your daughter can concentrate. Make sure the place is not overly stimulating. We know that a healthy diet is important for all of us, but it is especially important for students with ADHD tendencies. Avoid foods high in sugar content. Using a timer for homework assignments can also be helpful. You mention a vigorous heavily scheduled school schedule. If your daughter participates in outside activities during the school week, I would keep those to a minimum so she can successfully complete her homework and get enough rest to be alert and focused during the school day. Early in the school year, set up a time to talk to your child's teacher for additional ways you can help at home. Keep in contact with your child's teacher throughout the year so you can continue to support your daughter's learning.
Carol Antes
Instructional Coach
Christina School District
Newark, Del.
Instructional Coach
Christina School District
Newark, Del.
A parent asks:
I felt lost by the whole IEP process and am considering hiring a child advocate to help. Do you think it's a good idea for a parent to bring a child advocate to an IEP meeting, or will that just antagonize teachers and administrators?Suggestion:
The IEP process can be overwhelming. You might want to consider the following: Ask for copies of all information shared at meetings. Start a resource binder to keep track of important information such as assessment results, recommendations, etc. It helps to have copies of the information to refer to both during and after the meeting. Ask for clear explanations of all services available for your child. If a special classroom setting or teacher is suggested, visit the room and meet the teacher. Ask for information on services available for you such as parent support groups, parent education programs, and community resources. Support groups allow you to share common experiences and concerns as you learn from others. Writing down your questions, concerns, and any suggestions you have before the meeting will help you be better prepared during the meeting. Again, write down the answers/recommendations and put them in your binder. Recommendations should be clear and specific. Never hesitate to speak up and ask for clarification on anything that may be confusing. Teachers and administrators are there to help. If necessary, take time after the meeting to think over the recommendations/suggestions before making decisions. Always remember that you are your child's best advocate. If you feel the need to ask for help from an outside source, that is your right.
Carol Antes
Instructional Coach
Christina School District
Newark, Del.
Instructional Coach
Christina School District
Newark, Del.
Suggestion:
As part of my current position, I work with parents who are involved with the IEP process, either for the first time or as veterans. I agree with you – the entire IEP process can be very confusing. In short, the IEP – Individualized Education Plan – is designed to outline the most effective and appropriate educational goals for your child for the current school year. It requires a LOT of paperwork to document current plans, past progress, and future goals. Instructional objectives are also stated, often in educational terms that are unfamiliar to parents. If my parents are confused at any stage of the process and I am unable to answer their questions, I welcome the inclusion of a child advocate. My advice is to work as closely with your child’s teachers as possible, but use a child advocate if you feel additional explanations of your child’s plan are needed. The only times teachers and administrators feel antagonized by this is when the meeting is confrontational instead of focusing on the best interests of the child.
Suggestion:
Navigating the educational language of special education often baffles parents and teachers. I hear two different issues in your opening statement: 1) sorting the process out and 2) trusting the folks involved in the process. Since I don't know your child's needs, your district, or your school, I'll have to be general. First, the IEP is the individual educational plan written specifically to address your child's individual needs and educational goals. Second, at least once each year your child's IEP should be reassessed. During the reassessment process, several tests are usually administered. These tests could be academic for reading or math progress, for reasoning ability, for physical assessment if your child has physical handicaps that can be addressed in the IEP, or for any number of various reasons. Third, once all the tests have been administered and evaluated, the information from those tests is used to revise your child's IEP. Input from class performances and teachers are also included in the assessment. Fourth, by law parents must be informed of the scheduled meeting and have the opportunity to participate in the discussion of the tests and the proposed revised IEP. Parents have the right to ask questions, make suggestions, agree/disagree, etc. Finally, all parties present at the review meeting sign whether they agree or disagree with the decisions made. Certainly, every district has their own process, so specifics vary somewhat, but in general terms they function pretty much along the same lines.
Now, let's address the second part of your concern, trust. It works both ways. Before spending the money to hire a child advocate, I would make an appointment with the district's special education office. Meet with the folks that will be evaluating your child. Ask questions about the process, the IEP, what kinds of tests your child will be given and why, what your rights and responsibilities are, and about the rights of your child. Many districts already have this information in a packet for parents and are very willing to meet with you. By law, parents have the right to bring someone with them to the meeting; however, I suggest that you discuss this with the district rather than just showing up with a hired child advocate. Personally, I have been in annual educational reviews when a child advocate could have been useful and I have been present when the "highly notable" advocate bullied the progress into chaos, offending even the parent.
Most administrators and teachers are professionals who truly have children's interests front and center. I am sure you can come to an honorable working relationship with the folks working with and for your child.
As part of my current position, I work with parents who are involved with the IEP process, either for the first time or as veterans. I agree with you – the entire IEP process can be very confusing. In short, the IEP – Individualized Education Plan – is designed to outline the most effective and appropriate educational goals for your child for the current school year. It requires a LOT of paperwork to document current plans, past progress, and future goals. Instructional objectives are also stated, often in educational terms that are unfamiliar to parents. If my parents are confused at any stage of the process and I am unable to answer their questions, I welcome the inclusion of a child advocate. My advice is to work as closely with your child’s teachers as possible, but use a child advocate if you feel additional explanations of your child’s plan are needed. The only times teachers and administrators feel antagonized by this is when the meeting is confrontational instead of focusing on the best interests of the child.
Cynthia Wilkins, Ph.D.
Instructional specialist
Richland Middle School
Jackson, Miss.
Instructional specialist
Richland Middle School
Jackson, Miss.
Suggestion:
Navigating the educational language of special education often baffles parents and teachers. I hear two different issues in your opening statement: 1) sorting the process out and 2) trusting the folks involved in the process. Since I don't know your child's needs, your district, or your school, I'll have to be general. First, the IEP is the individual educational plan written specifically to address your child's individual needs and educational goals. Second, at least once each year your child's IEP should be reassessed. During the reassessment process, several tests are usually administered. These tests could be academic for reading or math progress, for reasoning ability, for physical assessment if your child has physical handicaps that can be addressed in the IEP, or for any number of various reasons. Third, once all the tests have been administered and evaluated, the information from those tests is used to revise your child's IEP. Input from class performances and teachers are also included in the assessment. Fourth, by law parents must be informed of the scheduled meeting and have the opportunity to participate in the discussion of the tests and the proposed revised IEP. Parents have the right to ask questions, make suggestions, agree/disagree, etc. Finally, all parties present at the review meeting sign whether they agree or disagree with the decisions made. Certainly, every district has their own process, so specifics vary somewhat, but in general terms they function pretty much along the same lines.
Now, let's address the second part of your concern, trust. It works both ways. Before spending the money to hire a child advocate, I would make an appointment with the district's special education office. Meet with the folks that will be evaluating your child. Ask questions about the process, the IEP, what kinds of tests your child will be given and why, what your rights and responsibilities are, and about the rights of your child. Many districts already have this information in a packet for parents and are very willing to meet with you. By law, parents have the right to bring someone with them to the meeting; however, I suggest that you discuss this with the district rather than just showing up with a hired child advocate. Personally, I have been in annual educational reviews when a child advocate could have been useful and I have been present when the "highly notable" advocate bullied the progress into chaos, offending even the parent.
Most administrators and teachers are professionals who truly have children's interests front and center. I am sure you can come to an honorable working relationship with the folks working with and for your child.
Malinda G. Burke
Instructional Specialist, K-12
Pelahatchie Attendance Center
Pelahatchie, MS
Instructional Specialist, K-12
Pelahatchie Attendance Center
Pelahatchie, MS
Middle school
Members of USA TODAY's All-USA Teacher Team have answered back-to-school questions from parents. Here are your questions and your answers.
A parent asks:
I have a daughter with ADHD who still qualified for the school’s gifted program. Although she enjoyed the school’s rigorous curriculum, she has horrible organizational programs. Worse yet, she is entering the new world of middle school. Other than try to establish a new routine to reinforce things at home and letting her teachers know her background, is there anything else we can do to make this a successful transition?
Suggestion:
A parent asks:
My school is trying to sell homework calendars to my 8th grader. (The school) says it has the code of conduct and the school’s events on the day. It’s only $6, but $6 is $6. Is there any benefit to buying the school’s versus one from Wal-Mart?
Suggestion:
Day planners, agendas, or calendars are an excellent way for students to learn time management skills and to keep track of all that’s going on in middle school. Benefits of using the school’s planner include having a readily available schedule of events, as well as the conduct code, and since middle schoolers sometimes forget to take home announcements about upcoming events and dates, this is an excellent resource for parents, too. Another benefit is when parents and teachers use them as a communication tool. Teachers know the school version, which expedites writing a note to parents, or responding to a note from parents. If our team is monitoring a student, the student is expected to bring the planner each day for our input and review any parent notes. A uniform planner assists both parents and teachers in this situation. Middle school students want to be seen as individuals, while still fitting “in” is also a consideration. I suggest you buy the school calendar.
A parent asks:
My son will be a seventh grader this fall. In the past he has done well with classes in which he connects well with the teacher. On the other hand, he has not performed well in classes where he does not connect with the teacher. How can I help him to deal with classes in which the teacher is not very inspiring?
Suggestion:
I applaud your interest in assisting your son to connect positively with his teachers. Middle school means more daily teachers during this time of transition, which is more stressful to some children than to others. Depending on schedules, we can see up to 200 students a day, and we want to make a positive connection with each. I’ve found a method to make this connection happen and ease the child’s entry into middle school.
I request parents write me a letter about their child. I suggest they include pertinent family information, anecdotal stories, areas of academic strength, and areas in which the parents would like to see improvement. I also ask about favorite subjects and learning activities. I encourage parents to talk about extracurricular activities and commitments as well, which makes for a well-rounded letter that paints a textual portrait of each child.
Parents compose wonderful and thoughtful letters, with some using poetry in lieu of narrative. I get acquainted with the child on a fast track, plus I can refer to the letters throughout the year. I suggest you write a letter and send a copy to each of your son’s teachers, the end of the first week of school, when most teachers are connecting names with faces. Some parents even attach a recent photo, which I find helpful, too.
Suggestion:
We all respond more positively when we actually like the teachers. This is especially true of middle school students. They are so sensitive, often carrying their emotions close to the surface. Encourage your son to get to know the teacher through the subject matter. A number of years ago I had a particularly difficult math class of 8th graders, and I responded accordingly, which I now know was the wrong thing to do. We got nowhere until a little voice of wisdom from the middle of the irritation asked me if I even remembered being in middle school. Sure I did. Did you like 8th grade? Yes, I liked 8th grade, but I didn’t like 7th grade. Why? Because I didn’t "get" math and I actually failed 7th grade math. The class gasped. You didn’t "get" math and you are our teacher? How did that happen? It was then that my very human side began to bring the kids to me and we "got" the math that year---eventually. Sometimes uninspiring teachers just need to be inspired—and kids are the perfect ones to accomplish that task. Encourage your son to get into some aspect of the subject—a cool story, a project, or anything else that requires the teacher to get to know him. Best wishes for a good start.
A parent asks:
My 12-year-old daughter is entering 7th grade this year at a small private school. She has been with many of her classmates since pre-K. Up until 6th grade, she had no problems motivating herself to do her best, but became a social butterfly last year above all else. While I'm glad she fits in and has a lot of friends, I'm hoping she will try harder academically this year and settle down a bit. We are not afraid to take away privileges when she slacks off and this seems to work somewhat, but how can we help her to internalize her motivation? Any advice????
My 12-year-old daughter is entering 7th grade this year at a small private school. She has been with many of her classmates since pre-K. Up until 6th grade, she had no problems motivating herself to do her best, but became a social butterfly last year above all else. While I'm glad she fits in and has a lot of friends, I'm hoping she will try harder academically this year and settle down a bit. We are not afraid to take away privileges when she slacks off and this seems to work somewhat, but how can we help her to internalize her motivation? Any advice????
Suggestion:
Ahhh middle school! Its' a good thing the grades and behaviors kids have in middle school do not count against them getting into high school. Many of us would have been precluded a long time ago. Middle schoolers should be highly social; it's their nature. Yes, some of their social musing greatly concern their parents; it's their nature to be concerned. That said, here are some offerings that have worked with some of my students and their parents.
1. Offer homework/study sessions at your house so you can supervise. Set up a specific time to start and end. The work area should be where you are -- kitchen, den, living room. Do not allow the kids to shut themselves off in the bedroom.
2. Establish a specific time for the telephone. If the cutoff time is 8:00, then you simply answer the phone after that time and explain that your daughter is available tomorrow before 8:00.
3. Same goes for e-mailing/text messaging.
4. Grades and socializing. Rather than removing privileges, respond in the positive. When the grades are what you expect, then the spontaneous rewards happen. No bargaining . . . this puts your daughter in the position to accept or reject your offer.
5. Acknowledge the fact that social skills ARE important. The is no substitute for a well-polished, educated young adult. As parents, we sometimes have difficulty thinking of our own children as young adults in the making, but a middle schooler is just that. As part of that process they experiment with all kinds of social tools (clothes, makeup, attitudes, language, etc.) and look for guidance in all kinds of places (movies, videos, friends, church, friends, books, magazines, etc.). Although you may not be tuned into the "what's happening now" mainstream, your daughter may be. Use what is of interest to her. If there is a particular entertainer, learn about his/her background -- especially the education part. It's amazing how many young entertainers have parents who kept them well-grounded. Find out about how those people continue to educate themselves: acting lessons, voice lessons, reading, travel, etc.
6. It's not too early to get your daughter on college campuses. Make specific plans to visit 2 colleges a year from here on out. Big ones, little ones, public, religious, all kinds. Go to a game, a concert, a play. Eat lunch there. Let her invite a friend. This create a common experience that's a little more than the regular 7th grade experience and begins to get her focused on a future beyond middle school. Let her, not you, send for college catalogues. You may have to pay for these, but in the big picture, they're inexpensive. Do the on-line college thing, too. The point to this is that through these pre-college experiences ya'll can discuss what kinds of skills, courses, and grades will be required of her in order for HER to have the range of choices SHE MIGHT want to have.
Many years ago when my son was a middle schooler, I thought I would go crazy. HE was the social butterfly. I taught middle schoolers and I LIVED with one. I couldn't get a break. But all of us survived, and today, those social skills complement his strong educational background. There is light at the end of the tunnel.
Best wishes for a successful year!
Malinda G. Burke
Instructional Specialist, K-12
Pelahatchie, MS
Suggestion:
Teaching seventh graders is the best. I enjoy their enthusiasm, their passion, and their spontaneity, particularly when these attributes are applied academically. Realistically, the adolescent is confounded by emotional, social, and developmental issues, which can impact academics. We just need to find an academic hook to take their mind of these other issues.
I’m going to assume your daughter is your first child to enter middle school, or seventh grade. First let me suggest a book I recommend for parents. The book is called Yardsticks, by Chip Wood. It will take some of the guesswork and mystery out of why adolescents behave as they do. I have no personal investment in this book; I just find the information beneficial.
Second, adolescents need parameters, and as adults we need to define them. I suggest you sit down with your daughter and explain your expectations for her academic performance in seventh grade and ask her to write out the plan she will follow to meet your expectations. She is actually writing a type of contract used by many teachers. Because I personally prefer positive reinforcement, I recommend you offer something of interest to your daughter each time she meets or exceeds the goals you set by following the plan she wrote. I’ve had parents tape gift certificates for a favorite store, movies passes, coupons for video games, even the box top for a model boat to the refrigerator, along with the required expectations that must be met, as a constant reminder of what’s at stake. I liken it to an adult receiving a bonus for a job well done.
Next, set a pre-determined time period, like three-week intervals, to do grade checks so you can evaluate if your expectations are being met, AND to see if your daughter’s plan is working. If your expectations are met, give her the “bonus” and repeat this in another three to four weeks, or whatever you decide. If they are not being met, ask her how she will change her plans to meet your expectations next time you check.
Internalizing motivation to do well is a wonderful goal, but twelve-year olds carry around so much adolescent baggage, providing them with a reason (reward) to be motivated and then to do well if only for that reason (reward) can be a sufficient outcome and foundation for later internalization of a job well done for its own sake.
Carol Hines
7th grade social studies teacher
Swope Middle School
7th grade social studies teacher
Swope Middle School
Reno, Nev.
A parent asks:
My son is 13 years old and going into the 8th grade. I am a single mother and try the best I can with him in school, but sometimes he must not just catch on to what he is learning. I don't even know how to help him. Last year his math teacher said he needed tutoring, but I just couldn't afford it. Do you have any tips on tutors that may be free of charge?
Suggestion:
Let me offer a few suggestions that should help in both the short and long term. Contact your son’s school counselor to discuss his math scores on the standardized tests he takes. These will inform you on whether his math skills are at or below grade level, and in which areas he’s having the most difficulty.
If his math performance is at grade level, and he still needs help this year, ask if the school offers a tutoring program during or after school. Check with his math teacher about tutoring after school.
If his math performance is not at grade level, ask what programs the school offers for remediation. Many schools offer additional math help in order to achieve annual yearly progress under the No Child Left Behind legislation. You might also ask the counselor if the math test scores could indicate a learning disability and discuss those options. Keep asking questions until you get the answers you need in order to help your son be successful. You always have the option of discussing the situation with an administrator.
My son is 13 years old and going into the 8th grade. I am a single mother and try the best I can with him in school, but sometimes he must not just catch on to what he is learning. I don't even know how to help him. Last year his math teacher said he needed tutoring, but I just couldn't afford it. Do you have any tips on tutors that may be free of charge?
Suggestion:
Let me offer a few suggestions that should help in both the short and long term. Contact your son’s school counselor to discuss his math scores on the standardized tests he takes. These will inform you on whether his math skills are at or below grade level, and in which areas he’s having the most difficulty.
If his math performance is at grade level, and he still needs help this year, ask if the school offers a tutoring program during or after school. Check with his math teacher about tutoring after school.
If his math performance is not at grade level, ask what programs the school offers for remediation. Many schools offer additional math help in order to achieve annual yearly progress under the No Child Left Behind legislation. You might also ask the counselor if the math test scores could indicate a learning disability and discuss those options. Keep asking questions until you get the answers you need in order to help your son be successful. You always have the option of discussing the situation with an administrator.
Carol Hines
7th grade social studies teacher
Swope Middle School
Reno, Nev.
7th grade social studies teacher
Swope Middle School
Reno, Nev.
A parent asks:
My son is 12 and will be in the sixth grade for the second time this year. He was diagnosed with ADHD and is on two different medications. I believe that over the summer he has matured a lot and the medications seem to be helping. I try hard to help him and his teachers provide tutoring also. But he just doesn’t seem to be able to learn. We go over the same work constantly and he still doesn’t get it. What are my options? I am actually feeling that my son is never going to learn. He is a sweet child and can keep up an intelligent conversation, but when it comes to work, he just sits there with his pencil and doesn’t write anything. I’ve changed his school twice, so I’m not sure what else I can do for him. He’s very athletic, but I’m not sure if he should play any more sports.
Suggestion:
This question has numerous issues, but I’m going to focus on the academic ones. Your son is being retained in sixth grade, and I’m assuming it was for academic reasons. I suggest you start with a visit to the school counselor and teacher to review your son’s standardized test scores. You need to determine why he is having such difficulty learning. The test scores give you information on his performance levels. For example, if he were reading below grade level, he would have difficulty doing work he can’t read. If this is the case, I would suggest he be evaluated for a learning disability. If his tests scores fall within the average range, he could find just getting started on an assignment or project overwhelming. Help him divide the work up into small segments and only work on one segment at a time, for no longer than about fifteen minutes, and then take a break. Prolonged work sessions for children with ADHD are seldom successful. You didn’t say if your son is on a 504-Plan. You might discuss this with the counselor and teacher and have them advise you on how this option might benefit your son.
It sounds like school doesn’t give your son very much joy, and since sports do, let him play. He needs the social interaction at this age and the opportunity to exert all that adolescent energy.
My son is 12 and will be in the sixth grade for the second time this year. He was diagnosed with ADHD and is on two different medications. I believe that over the summer he has matured a lot and the medications seem to be helping. I try hard to help him and his teachers provide tutoring also. But he just doesn’t seem to be able to learn. We go over the same work constantly and he still doesn’t get it. What are my options? I am actually feeling that my son is never going to learn. He is a sweet child and can keep up an intelligent conversation, but when it comes to work, he just sits there with his pencil and doesn’t write anything. I’ve changed his school twice, so I’m not sure what else I can do for him. He’s very athletic, but I’m not sure if he should play any more sports.
Suggestion:
This question has numerous issues, but I’m going to focus on the academic ones. Your son is being retained in sixth grade, and I’m assuming it was for academic reasons. I suggest you start with a visit to the school counselor and teacher to review your son’s standardized test scores. You need to determine why he is having such difficulty learning. The test scores give you information on his performance levels. For example, if he were reading below grade level, he would have difficulty doing work he can’t read. If this is the case, I would suggest he be evaluated for a learning disability. If his tests scores fall within the average range, he could find just getting started on an assignment or project overwhelming. Help him divide the work up into small segments and only work on one segment at a time, for no longer than about fifteen minutes, and then take a break. Prolonged work sessions for children with ADHD are seldom successful. You didn’t say if your son is on a 504-Plan. You might discuss this with the counselor and teacher and have them advise you on how this option might benefit your son.
It sounds like school doesn’t give your son very much joy, and since sports do, let him play. He needs the social interaction at this age and the opportunity to exert all that adolescent energy.
Carol Hines
7th grade social studies teacher
Swope Middle School
Reno, Nev.
7th grade social studies teacher
Swope Middle School
Reno, Nev.
I have a daughter with ADHD who still qualified for the school’s gifted program. Although she enjoyed the school’s rigorous curriculum, she has horrible organizational programs. Worse yet, she is entering the new world of middle school. Other than try to establish a new routine to reinforce things at home and letting her teachers know her background, is there anything else we can do to make this a successful transition?
Suggestion:
You express a concern many parents have about middle school. Actually many middle school students have organization problems, though ADHD does seem to compound them. Your daughter should receive a syllabus for each class; if not, request one. Have your daughter get a list of upcoming dates for quizzes, tests, projects, etc. Some teachers will be able to provide assignment due dates. Get a large calendar and write the assignments on the due date, AND write each subject in a different color. You can also highlight them in different colors. Help your daughter break big projects down into smaller segments and work on them one at a time, for brief periods of time. Purchase some colored removable tabs. Each evening assist her in putting a tab on the work being turned in tomorrow; this helps her avoid having to rummage through her binder or backpack. Have her get the phone number for a buddy in each class; this way she can call them if she needs clarification on an assignment. Your daughter could also keep a running daily list of assignments to check off when they’re finished and color-tab them at this time.
You didn’t indicate if your daughter is on a 504-Plan. If she continues to struggle after the first weeks of school, in spite of your interventions, contact her counselor to set up a meeting with her teachers and discuss other available options. It’s important your daughter attend at least part of this meeting so she can participate in her learning process and have input on new strategies suggested by the teachers.
You didn’t indicate if your daughter is on a 504-Plan. If she continues to struggle after the first weeks of school, in spite of your interventions, contact her counselor to set up a meeting with her teachers and discuss other available options. It’s important your daughter attend at least part of this meeting so she can participate in her learning process and have input on new strategies suggested by the teachers.
Carol Hines
7th grade social studies teacher
Swope Middle School
Reno, Nev.
7th grade social studies teacher
Swope Middle School
Reno, Nev.
A parent asks:
My school is trying to sell homework calendars to my 8th grader. (The school) says it has the code of conduct and the school’s events on the day. It’s only $6, but $6 is $6. Is there any benefit to buying the school’s versus one from Wal-Mart?
Suggestion:
Day planners, agendas, or calendars are an excellent way for students to learn time management skills and to keep track of all that’s going on in middle school. Benefits of using the school’s planner include having a readily available schedule of events, as well as the conduct code, and since middle schoolers sometimes forget to take home announcements about upcoming events and dates, this is an excellent resource for parents, too. Another benefit is when parents and teachers use them as a communication tool. Teachers know the school version, which expedites writing a note to parents, or responding to a note from parents. If our team is monitoring a student, the student is expected to bring the planner each day for our input and review any parent notes. A uniform planner assists both parents and teachers in this situation. Middle school students want to be seen as individuals, while still fitting “in” is also a consideration. I suggest you buy the school calendar.
Carol Hines
7th grade social studies teacher
Swope Middle School
Reno, Nev.
7th grade social studies teacher
Swope Middle School
Reno, Nev.
A parent asks:
My son will be a seventh grader this fall. In the past he has done well with classes in which he connects well with the teacher. On the other hand, he has not performed well in classes where he does not connect with the teacher. How can I help him to deal with classes in which the teacher is not very inspiring?
Suggestion:
I applaud your interest in assisting your son to connect positively with his teachers. Middle school means more daily teachers during this time of transition, which is more stressful to some children than to others. Depending on schedules, we can see up to 200 students a day, and we want to make a positive connection with each. I’ve found a method to make this connection happen and ease the child’s entry into middle school.
I request parents write me a letter about their child. I suggest they include pertinent family information, anecdotal stories, areas of academic strength, and areas in which the parents would like to see improvement. I also ask about favorite subjects and learning activities. I encourage parents to talk about extracurricular activities and commitments as well, which makes for a well-rounded letter that paints a textual portrait of each child.
Parents compose wonderful and thoughtful letters, with some using poetry in lieu of narrative. I get acquainted with the child on a fast track, plus I can refer to the letters throughout the year. I suggest you write a letter and send a copy to each of your son’s teachers, the end of the first week of school, when most teachers are connecting names with faces. Some parents even attach a recent photo, which I find helpful, too.
Carol Hines
7th grade social studies teacher
Swope Middle School
Reno, Nev.
7th grade social studies teacher
Swope Middle School
Reno, Nev.
Suggestion:
We all respond more positively when we actually like the teachers. This is especially true of middle school students. They are so sensitive, often carrying their emotions close to the surface. Encourage your son to get to know the teacher through the subject matter. A number of years ago I had a particularly difficult math class of 8th graders, and I responded accordingly, which I now know was the wrong thing to do. We got nowhere until a little voice of wisdom from the middle of the irritation asked me if I even remembered being in middle school. Sure I did. Did you like 8th grade? Yes, I liked 8th grade, but I didn’t like 7th grade. Why? Because I didn’t "get" math and I actually failed 7th grade math. The class gasped. You didn’t "get" math and you are our teacher? How did that happen? It was then that my very human side began to bring the kids to me and we "got" the math that year---eventually. Sometimes uninspiring teachers just need to be inspired—and kids are the perfect ones to accomplish that task. Encourage your son to get into some aspect of the subject—a cool story, a project, or anything else that requires the teacher to get to know him. Best wishes for a good start.
Malinda G. Burke
Instructional Specialist, K-12
Pelahatchie Attendance Center
Pelahatchie, MS
Instructional Specialist, K-12
Pelahatchie Attendance Center
Pelahatchie, MS
Kindergarten questions
Members of USA TODAY's All-USA Teacher Team are answering questions from parents through Aug. 13. Read some of their answers below. Submit questions by clicking the "E-mail a question" link on the back-to-school home page.
A parent asks:
I have a 3-year-old girl, and she will be 4 next June. Her daycare goes up to age 5. She is excelling in school; she just needs time on the writing and reading. Next year, should I place her in HeadStart or keep her where she is?
Suggestion:
Before you make any decisions about moving your child from her present preschool, are you happy with her preschool? If her preschool is meeting all your needs, it would probably be best to leave her there until she is ready to start kindergarten. Young children do not always adjust well to change. If you are worried that this preschool is not meeting her educational needs, ask the director about the curriculum the teachers are presenting. Remember that preschool should be a place to learn socialization skills. She really doesn't need to be reading and writing at the age of 3.
A parent asks:
My son will be entering kindergarten at the end of the month. He has been in the same preschool for 2 years and has expressed some trepidation about leaving his friends. None of his preschool friends will be attending the same elementary school. How can I help him feel more excited about this transition?
Suggestion:
Entering kindergarten is always an anxious time for both student and parents. Since your school does not start until the end of the month, see if there are some children in your neighborhood who will be attending the same school as your son. Try to introduce your son to these children even if they will be in different grades. He will feel comfortable seeing them on the bus and in the hallways of his new school. Many schools hold a "Meet the Teacher" day. This is a wonderful opportunity for you to meet his new teacher and some of the students who will be in his class. If you do attend a "Meet the Teacher" day, make sure you introduce him to as many of his fellow students as possible. Help remind him of some of their names before school starts. After a few weeks of school, try to arrange an after school "play day" with a child he would like to become better friends with. Keep reminding him that a special part of starting a new school is the joy in meeting new friends.
A parent asks:
My grandtwins are starting a public school preschool this September...they are four. What's the best thing to do... keep them in the same class or separate them in school?
Suggestion:
First, you need to check with the school's policy on siblings being in the same classroom. Some schools highly discourage it, while others allow the parents to make that decision. If the parents are allowed to make that decision, you should consider the children's personalities. Many young children may still be insecure and not so self confident, that having a sibling in the classroom might ease their fears. If this is a new setting for the children, having a sibling in their classroom would be comforting. If your grandtwins are socially well adjusted, being in separate classrooms will encourage them to continue to become self reliant. They can discover new things for themselves without always having to be mindful of each other. They will probably enjoy sharing their different daily experiences with each other more.
A parent asks:
My son started kindergarten yesterday. He received a “color change” for being disruptive. We didn’t make a big deal about it, and told him it was the first day and it will take some time to learn the rules. We did encourage him to do better the next day and stay on green. (Green means a “great” day.)
My son was in a daycare environment that did not resemble a school environment. The children basically had free reign. I regret leaving him there, but there’s nothing I can do about it now.
My concern is striking the delicate balance between letting him learn the rules and the consequences at the public school, and appropriate consequences at home. I also want to foster a positive attitude at school and not get to the point where he dreads going because he’s in trouble all of the time.
Also, I didn’t tell the teacher about his daycare experience or his tendency to test people to see what he can get away with. I wanted her to form her own opinion about him. I hope I did the right thing.
Suggestion:
You are right, fostering a positive attitude about school is extremely important. It sounds like you handled the situation well – encouraging your son to do better, explaining that it takes time to learn the rules, and giving the teacher time to work with your son. Not making a big deal about his behavior on the first day is also wise, but you do want to closely monitor the situation. There can be a fine line between giving a child time to adjust and waiting too long to step in to help. See how this week goes. If your son continues to struggle with the rules, call the teacher and set up a time to talk. Ask how you can encourage positive school behavior from home. Share strategies you’ve used successfully that might help the teacher work with your son. It is important that your son knows that you support the teacher and that you both want the best for him. Periodically check with the teacher to see how your son is doing as the year progresses.
My son started kindergarten yesterday. He received a “color change” for being disruptive. We didn’t make a big deal about it, and told him it was the first day and it will take some time to learn the rules. We did encourage him to do better the next day and stay on green. (Green means a “great” day.)
My son was in a daycare environment that did not resemble a school environment. The children basically had free reign. I regret leaving him there, but there’s nothing I can do about it now.
My concern is striking the delicate balance between letting him learn the rules and the consequences at the public school, and appropriate consequences at home. I also want to foster a positive attitude at school and not get to the point where he dreads going because he’s in trouble all of the time.
Also, I didn’t tell the teacher about his daycare experience or his tendency to test people to see what he can get away with. I wanted her to form her own opinion about him. I hope I did the right thing.
Suggestion:
You are right, fostering a positive attitude about school is extremely important. It sounds like you handled the situation well – encouraging your son to do better, explaining that it takes time to learn the rules, and giving the teacher time to work with your son. Not making a big deal about his behavior on the first day is also wise, but you do want to closely monitor the situation. There can be a fine line between giving a child time to adjust and waiting too long to step in to help. See how this week goes. If your son continues to struggle with the rules, call the teacher and set up a time to talk. Ask how you can encourage positive school behavior from home. Share strategies you’ve used successfully that might help the teacher work with your son. It is important that your son knows that you support the teacher and that you both want the best for him. Periodically check with the teacher to see how your son is doing as the year progresses.
Carol Antes
Instructional Coach
Christina School District
Newark, Del.
Instructional Coach
Christina School District
Newark, Del.
A parent asks:
My son will be 5 years old in September and just misses the deadline by a few days to enroll in public school. He is currently enrolled in a preschool 3 days a week and a baby-sitter 2 days a week. Next week when the fall semester starts I am putting him in preschool 5 days a week. I am worried that he is starting school almost a year late and will suffer for it. Most of the children in his preschool class are moving on to kindergarten and he is staying behind. I am told that boys mature later and it is best that he waits the whole year to start. Is there anything I can do this next year to help him along? Am I worried for nothing?
My son will be 5 years old in September and just misses the deadline by a few days to enroll in public school. He is currently enrolled in a preschool 3 days a week and a baby-sitter 2 days a week. Next week when the fall semester starts I am putting him in preschool 5 days a week. I am worried that he is starting school almost a year late and will suffer for it. Most of the children in his preschool class are moving on to kindergarten and he is staying behind. I am told that boys mature later and it is best that he waits the whole year to start. Is there anything I can do this next year to help him along? Am I worried for nothing?
Suggestion:
All school districts have a certain cut-off date for the age of entering kindergarteners. In our county all children must be 5 by October 16. I wish we had your cut-off date! Many four, not yet five year olds, are not ready for kindergarten. They are just not mature enough to handle the social aspect of a structured formal setting. They still have trouble staying on task for long periods of time. I think you are wise to have your son enrolled in a pre-school for 5 days of the week. Your pre-school should have a curriculum that will prepare your son for kindergarten. He does not need to know how to read or write. He needs to know how to sing, rhyme, count, hold a book, and recognize shapes. He will begin to learn how to share, wait his turn, and stay focused on a task in his pre-school setting. When he does enter kindergarten he will be more mature and ready to take on all the kindergarten responsibilities. He will then build his self-confidence by accomplishing kindergarten tasks with success. Besides, with all the curriculum demands of our educational society, he will get to enjoy another year of just being a kid.
Elisabeth Hadley
Second grade teacher
Haw Creek Elementary
Asheville, N.C.
Suggestion:
Waiting a year will give your son time to mature and be ready for kindergarten. One of the best things you can do for your son is read to him each day. It is also important that your son sees you reading each day. Remember, you are his role model. The preschool experience will also help him. Talk to him about his preschool experiences on a daily basis. You can extend those experiences through reading. For example, if he talks about a special pet at the preschool, get a book about that pet and read it to him. Provide rich experiences for him on the weekends such as trips to a zoo, a park, or a children’s museum. Follow up those trips with more reading.
Carol Antes
Instructional Coach
Christina School District
Newark, Del.
Instructional Coach
Christina School District
Newark, Del.
A parent asks:
I have a 3-year-old girl, and she will be 4 next June. Her daycare goes up to age 5. She is excelling in school; she just needs time on the writing and reading. Next year, should I place her in HeadStart or keep her where she is?
Suggestion:
Before you make any decisions about moving your child from her present preschool, are you happy with her preschool? If her preschool is meeting all your needs, it would probably be best to leave her there until she is ready to start kindergarten. Young children do not always adjust well to change. If you are worried that this preschool is not meeting her educational needs, ask the director about the curriculum the teachers are presenting. Remember that preschool should be a place to learn socialization skills. She really doesn't need to be reading and writing at the age of 3.
Elisabeth Hadley
Second grade teacher
Haw Creek Elementary
Asheville, N.C.
Second grade teacher
Haw Creek Elementary
Asheville, N.C.
A parent asks:
My son will be entering kindergarten at the end of the month. He has been in the same preschool for 2 years and has expressed some trepidation about leaving his friends. None of his preschool friends will be attending the same elementary school. How can I help him feel more excited about this transition?
Suggestion:
Entering kindergarten is always an anxious time for both student and parents. Since your school does not start until the end of the month, see if there are some children in your neighborhood who will be attending the same school as your son. Try to introduce your son to these children even if they will be in different grades. He will feel comfortable seeing them on the bus and in the hallways of his new school. Many schools hold a "Meet the Teacher" day. This is a wonderful opportunity for you to meet his new teacher and some of the students who will be in his class. If you do attend a "Meet the Teacher" day, make sure you introduce him to as many of his fellow students as possible. Help remind him of some of their names before school starts. After a few weeks of school, try to arrange an after school "play day" with a child he would like to become better friends with. Keep reminding him that a special part of starting a new school is the joy in meeting new friends.
Elisabeth Hadley
Haw Creek Elementary School
Asheville, N.C.
Haw Creek Elementary School
Asheville, N.C.
A parent asks:
My grandtwins are starting a public school preschool this September...they are four. What's the best thing to do... keep them in the same class or separate them in school?
Suggestion:
First, you need to check with the school's policy on siblings being in the same classroom. Some schools highly discourage it, while others allow the parents to make that decision. If the parents are allowed to make that decision, you should consider the children's personalities. Many young children may still be insecure and not so self confident, that having a sibling in the classroom might ease their fears. If this is a new setting for the children, having a sibling in their classroom would be comforting. If your grandtwins are socially well adjusted, being in separate classrooms will encourage them to continue to become self reliant. They can discover new things for themselves without always having to be mindful of each other. They will probably enjoy sharing their different daily experiences with each other more.
Elisabeth Hadley
Haw Creek Elementary School
Asheville, N.C.
Haw Creek Elementary School
Asheville, N.C.
Elementary school
Members of USA TODAY's All-USA Teacher Team are answering questions from parents through Aug. 13. Read some of their answers below. Submit questions by clicking the "E-mail a question" link on the back-to-school home page.
A parent asks:
My son will be 6th grade this fall. During the summer, I have been giving him many materials for preparing ahead of the school years. One thing still bothering me is that he's kind of careless in doing his assignments and tests. He tends to figure out the problems mentally and create mistakes easily. How do I help him to improve in this area although he's a very bright and smart kid. Knowing that he's a very hard-working and good listener, how do I take advantage of his personality to push him harder to be more success in his study?
Suggestion:
It is wonderful to hear that you are working with your son over the summer. You mentioned that your son makes mistakes while doing mental calculations. Ask him to show or explain his work on paper. That will help you analyze his thinking, thus allowing you to figure out the kinds of mistakes he makes. Think about the type of work you ask him to do. The key to success is often in finding work/activities that he finds interesting and meaningful. Avoid pages of repetitive work that are often boring and leadto carelessness. Examples of meaningful work might include:
a. reading a favorite book and discussing the plot with you
b. writing letters to friends or relatives who will write back
c. taking daily walks around your neighborhood while tracking the distance walked, time spent per mile, and calories burned
d. baking a favorite dessert with you, then calculating the price per serving
Carol Antes
Instructional Coach
Christina School District
Newark, Del.
A parent asks:
My son is a 4th grader. He will turn 9 a few weeks into the school year. He is the youngest in the entire 4th grade. He has struggled with homework and assignments in years past, but did pass every year. He and I did homework religiously. But when we fell behind, so did he in school. I can honestly say it was a full time job for me. I even had him tutored once a week, to help him with spelling and math, but in late spring I was forced to cancel the tutor for him due to financial problems. Thankfully we will be starting the tutor again this fall. My questions: What are the most important subjects that I should be focusing on this school year? He wants to start playing an instrument, should I allow him such an time consuming thing? Is he too young, and should we be concentrating on school?
Suggestion:
By fourth grade, students should be able to complete homework assignments independently with little assistance from a parent. Does your son have trouble getting motivated? Is he relying too much on you to help him complete his assignments? Does he have trouble learning? You might want to consider these questions as you begin the 2004-2005 school year. Completing homework should not be an all-night battle. Once the school year gets underway, encourage your son to take on the responsibility of completing his homework without your assistance. Meet with his teacher right away to discuss her curriculum and homework policies. Homework should be an extension of material learned in class. If the homework seems overwhelming, see if you can arrange an alternative assignment. Maybe he only needs to do the odd numbered problems. In regards to the most important subjects that you should be focusing on: reading, writing, and math. If he will have a tutor again this year, have them work on the subject he is weakest in. Playing a musical instrument is time consuming, but also a creative outlet. Fourth grade is a great time to begin musical studies, but the student must be willing to practice. If you think your son is very earnest about wanting to play a musical instrument, use it as a motivational tool to encourage his academics. I would suggest waiting a while before enrolling him in music lessons to see how his academic school year is going. Stay in communication with his teacher.
P.S. From my personal experience with my then-fourth grader, the violin is one of the hardest instruments to learn how to play.
Elisabeth Hadley
Second grade teacher
Haw Creek Elementary
Asheville, N.C.
Suggestion:
Homework should not be a full time job for you. You might want to ask yourself why your son struggles with homework. Is it because he needs additional help? Is the work too hard for him? Does he have trouble focusing? Or, is it that he knows you will help him do it? Understanding why he struggles with homework will help you provide the most effective support for him. I would suggest you meet with your son’s teacher early in the year to talk about your concerns. Teachers assess students in the beginning of the school year, so the teacher should be able to give suggestions on how to best help your son.
Being able to read and comprehend what he’s read will help your son be successful in all areas. However, all subjects are important and require attention. You can’t ignore one subject to concentrate on another.
Playing an instrument might be exactly what he needs. He’ll learn to read music, develop an appreciation for the arts, and do something he really wants to do. It may make him feel successful, especially if he struggles in school.
Carol Antes
Instructional Coach
Christina School District
Newark, Del.
Instructional Coach
Christina School District
Newark, Del.
A parent asks:
I need to mention that I am opposed to "family functions" during the school year that costs the student even one day of school because I believe it teaches the student that school is not a priority. With that said, I have an issue that I need your advice or direction. My mother who has lived and worked a middle income life has come into a substantial amount of money. After paying off all her bills, paying off her mortgage and putting away enough to fund her retirement, she would like to take her children/grandchildren on an all expense paid trip to Hawaii for a week. No one in the family has been to Hawaii so we all are excited but the reality of taking the kids out of school for a week is on everyone's mind. This trip may be the only time all the children/grandchildren will be with their mother/grandmother for a vacation in her lifetime. The issue is how to deal with the children missing school if the trip does occur during the school year? Any suggestions, pro or con?
Suggestion:
The trip to Hawaii sounds wonderful and spending time together as a family is priceless. However, missing school is hard on students at any time of the year. During the first few weeks of school procedures are established that set the tone for the year and students are assessed so teachers can tailor instruction to meet their needs. The curriculum is packed so each day is important. Throw in high stakes testing, and missing school for a week's vacation is something you might want to try to avoid if possible. As a teacher, I would hope that you could schedule the week's vacation during a holiday break or next summer. You might want to get a copy of this year's school calendar to see if there is a week when students have off that would work for all of you (Thanksgiving, December, spring break, etc.). If your children end up missing school for the trip, spend time together as a family as you take advantage of the incredible learning opportunities. Visit the volcanoes (science), tour the pineapple fields (health, science), learn about Hawaiian customs (social studies), visit Pearl Harbor (history), calculate the distance you travel (math), and ask for literature (reading) about the places you visit.
Carol Antes
Instructional Coach
Christina School District
Newark, Del.
Instructional Coach
Christina School District
Newark, Del.
A parent asks:
My son will be starting sixth grade this fall. He's a pretty sensitive guy. If a teacher scolds him (or anything that he perceives to be scolding), it can throw him off for the whole year. However, if he knows the teacher likes him, he would probably take a bullet for her. Should I sneak in beforehand and mention this? Or write a letter? Or should I just help my son become more resilient?
Suggestion:
Sixth grade can be a very exciting, but also a very emotional year as students are becoming adolescents and beginning puberty. This is often a time that boys and girls are trying to "discover who they want to be." Children at this age can often be very cruel to their peers. If your son is a sensitive child, I would definitely recommend that you plan to have a parent conference with his teacher and share this concern with her, but also share with her what his interests, hobbies, and extra curricular activities are. This information will help her direct her instruction and might help her deal with future social situations. Please be aware that you may need to help build your child's self-confidence, because developing into young adults can often be a rocky path.
Elisabeth Hadley
Second grade teacher
Haw Creek Elementary
Asheville, N.C.
Second grade teacher
Haw Creek Elementary
Asheville, N.C.
A parent asks:
My son, Jack, will be in second grade this fall. He is not a self-starter so we have had to coax him along since kindergarten. He is a young second grader (he'll be 7 this month). We had no hesitation with sending him to kindergarten. He was ready socially and academically, but about half way through the year, his teacher noticed he wasn't "catching on" like the other kids. Mostly problems with staying on task. We've been working on this with his teachers and they don't feel he is ADD or ADHD, but he is easily distracted. Many times Jack notices this himself and just asks to do his assignments in a quieter area, and he does much better. He is rather skilled at math; however, his reading skills are average at best. I'm finding that without good reading skills, he can't complete his math problems (instructions etc.). We read for at least a half hour every day, and he writes sentences as well for practice. He resists reading and we are trying to find ways to improve his reading and help him enjoy reading. One thing I've noticed with him, is that he'll say "a" instead of "the" for example, or "how" instead of "who." I don't know if it is laziness because I know he knows those words. Do you have any ideas? Are there any phonics tools out there that don't cost a fortune? How can we instill a joy of reading in him?
Suggestion:
Welcome to second grade! You are in for such a treat academically and socially with your second grader. Reading takes on a new meaning for these children who have spent first grade working on heavy phonics. Second graders begin to develop independent reading skills and focus on comprehension and understanding. Before you go and purchase phonics material for Jack, check with his second grade teacher about the reading curriculum she will be using in the classroom. She will probably have suggestions for ways you can help him at home. As for helping him instill a love for reading, here are a few suggestions: 1. Model reading-let him see you reading and share the story with him. 2. Read aloud to Jack. Enjoy a conversation about the plot, characters, theme. Read part of the story and ask him to predict an ending. 3. Visit your local library. They often have wonderful "Storytime" activities. 4. When reading with Jack nightly, choose different places to read. Make a tent out of a blanket and crawl under with a flashlight. Put pillows in the tub and crawl in. As for helping Jack with his short attention span, continue to give him one-step directions. Ask him to repeat the direction before completing it. Give him simple responsibilities, like taking out the trash or feeding a pet and then make sure he follows through on them and praise him. When doing homework, make sure he understands the directions, then place him in a quiet place to complete his assignments. You may need to set a timer and make it a game. Enjoy watching Jack grow and mature this year.
Elisabeth Hadley
Second grade teacher
Haw Creek Elementary
Asheville, NC
Haw Creek Elementary
Asheville, NC
Suggestion:
Kudos to you for setting aside time to read with Jack. That is one of the best things you can do to help him. Without an exact assessment of Jack's reading skills, I wouldn't jump into purchasing any phonics program. Once school starts, meet with the teacher and express your concerns. Ask the teacher to evaluate Jack's reading. Teachers normally evaluate students during the first weeks of school anyway, so you should be able to easily get assessment results. The evaluation results will allow you to target Jack's specific needs. Ask the teacher for recommendations of how you can best address his needs at home. Another thing you might try is starting a monthly Friday night book club. One of my teacher friends tried this with her son when he was in third grade and it worked really well. Allow Jack to invite a few (perhaps 2 or 3) friends to your house on a Friday night for pizza and a book discussion. The boys should agree on one book, read it before coming to the book club, and bring it that night. During the book club, they will discuss the book and then agree on another book for the following month. You will need to help with the book discussion and possibly the selection of books, but make it fun for the boys. The goal is to allow Jack to realize the joy in sharing reading with others. If you need help with book selections, ask the teacher for recommendations.
Carol Antes
Instructional Coach
Christina School District
Newark, Del.
Instructional Coach
Christina School District
Newark, Del.
A parent asks:
I am traveling with my rising 4th and 6th grader to Australia. They are missing the first 2 weeks of school. I hate doing this; they have never missed school for a vacation. But, we did think that this was a once-in-a-lifetime opportunity. How can make this trip the best educational experience for my boys?
Suggestion: Once when I was traveling I met a wonderful family from England. Like you, they had 2 elementary aged children who were missing 2 weeks of school. These parents had made arrangements with their children’s teachers to have them complete several assignments relating to the similarities and differences of the two countries. I would suggest contacting your children’s school to see if you could do the same. Some possible assignments are: (English) Create an Australian English/American English dictionary spotlighting the differences in vocabulary; (math) collect grocery store fliers and convert the price of food from Australian currency to American currency and chart the differences in prices (e.g. are bananas more or less expensive?); note different prices of other items (gasoline, houses, etc.); (history) Compare the colonization of Australia to America – trace their progression through time; (science) What animals can you find in Australia that you only find in zoos in America? Likewise, what American animals are not common to Australia? How to the natural resources of Australia compare with resources of your home state? The first two weeks of school are usually spent reviewing last year’s skills. If your children report to school with several charts and stories to share with their classmates, they should be well reviewed and ready to start the new school year.
Cynthia W. Wilkins, Ph.D.
Instructional Specialist
Richland Middle School
Jackson, Miss.
Suggestion:
Have each child make a memory book of the trip. Here are some examples of how this could be done: Purchase a photo album or journal for each child before going on your trip. Do some reading with your children about the places they will see. You can get books from the library, buy them at a place like Borders, or use the web. Take a camera so your children can take photos of special things they see and do. Have them write a short explanation with specific details for each photo. Incorporate geography by getting a map to keep track of where they travel. Put the map in the memory book. Your children can use their math skills to keep track of distances traveled, time it took to travel to places, and money conversions. It would be great to have them share their memory books with their classmates once they return home. Memory books allow your children to "take their classmates on the trip" and provide a wonderful remembrance of an important experience in their lives.
Carol Antes
Instructional Coach
Christina School District
Newark, Del.
Instructional Coach
Christina School District
Newark, Del.
A parent asks:
We just moved to our town a few months ago and my daughter will be starting second grade next month. What can I do to ease this transition?
Suggestion:
Take your daughter with you when you register her for school. Ask for a tour of the school and if possible see your daughter's classroom. Keep in mind that the classrooms might not be ready since they are cleaned over the summer. Check to see if there is a special time set aside for students to meet the teacher prior to the first day of school. If so, take advantage of it. Meeting the teacher before the first day gives your child an opportunity to ask about supplies for her backpack (pencils, paper, etc.), learn a little about the coming year, and become more comfortable with her new school. During the first weeks of school, schedule a conference with the teacher to ask questions and share any information that would help the teacher provide the best year possible. Examples of information you might want to share: hearing, vision, or other medical needs, learning strengths, special interests, areas you feel need strengthening, reading and writing habits, math expertise, etc. Ask about homework policies and how you can best support the learning from home. Volunteer to help either in the classroom or from home. Attend open house, conferences, and special events. Talk with your child each day about school. Look over graded assignments and tests so you understand how your child is doing in school.
Carol Antes
Instructional Coach
Christina School District
Newark, Del.
A parent asks:
I'm a working Mom but very willing to do what I can to help out - no matter what the task. I try to stay involved by bringing in snacks, attending conferences, participating in fund raisers. I'm still learning the ropes of having a child in school. How do I convey that even though I can't be the 'Room Mom' I can do other things to help?
Suggestion: Write a note to the teacher expressing your desire to help out. List some specific ways you feel you can help. Examples of ways to help might include: cutting out materials at home, typing stories written by the students, calling parents for party donations, making materials needed for lessons, putting together art work for bulletin boards, and baking for parties. Another great way to be involved is to tape record yourself reading one of your favorite picture books. Send the book and tape to school. Your child can hold up the book and share the illustrations as you read the book to the class. Try doing this with a variety of books-fiction and nonfiction. Periodically check with the teacher to see if you can help in any other way. Teachers really appreciate help!
Carol Antes
Instructional Coach
Christina School District
Newark, Del.
Instructional Coach
Christina School District
Newark, Del.
High school
Members of USA TODAY's All-USA Teacher Team are answering questions from parents through Aug. 13. Read some of their answers below. Submit questions by clicking the "E-mail a question" link on the back-to-school home page.
A parent asks:
How do you get your child to do the most she can, instead of the least she can get away with? I know this should have been instilled long ago, but what can be done with a 14 year old?
Suggestion:
This is a question that goes beyond education and there is no "magic" answer, but I do have some general recommendations. You know that this motivational issue is something that needs to be instilled in your daughter (and it isn't too late at 14), so insist (and reward) that she does her best. When she does the bare minimum, let her know that it isn't acceptable, and don't be afraid to "take a privilege away" until she does better.
Also, remember that you are not on your own! Don't be afraid to talk to her school counselor and teachers about your concerns. They can provide you support and "push" your daughter at the same time. Teachers may be more willing to push a child if they know that they have the parent's support already.
Suggestion:
Isn’t it fun being the parent of a 14-year-old girl? All of a sudden she has a mind of her own. For some teenage girls, being smart, getting good grades, and helping around the house isn’t "cool." What would everybody think? … Especially the boys!
Suggestion:
Over the years I have had many of my former third graders come back to volunteer in my classroom when they were in middle school and high school. They come back on vacation days, early dismissals, conference days, etc. Some have even earned school credit for community service. These students have read to my third graders, helped with group activities, tutored and mentored students, made materials needed for lessons, etc. This provides real first hand experience and can help a student decide if they really want to be a teacher before college. Volunteering in a school might also help your child decide what kind of courses to take for the area of teaching they are most interested in pursuing.
Suggestion:
Wow! So your youngster would like to be a teacher. It’s quite an adventure and an awesome career.
It’s never too early to think about the future, but did you know what you wanted to do when you grew up? I didn’t. So aligning your child’s classes to fit a future job might take awhile.
All core subjects of each grade level that are required by your school district need to be taken and passed using good study habits. Sit down and talk about what interests them, what class or subject matter is really exciting …not because the teacher was “cool,” the class was fun and easy, or all of their friends were together. No matter what subject they choose to teach, it is important to write and speak well. So English and Speech /Communication classes are a must. One must be able to communicate the expertise and love for whatever they are teaching.
Teachers need to think on their feet. So “brain training” is essential. Advanced classes and college prep courses are vital. The ingredients for a successful learning experience is being creative and trying something new to stir the imagination. So taking classes in the Fine Arts such as music, drama, and art would be stimulating. Encourage your son or daughter to participate in a variety of extracurricular activities. Remember what they taught you; cooperation, teamwork, and time discipline.
Being the parent of a teenager is not easy. Be patient, guide them and support them, let them explore and maybe take a risk or two with you holding a safety net. You are not alone. There is usually a helpful teacher or a guidance counselor ready to offer assistance. Above all, be there for your child. They are your most precious gift. Good Luck!
A parent asks:
How do you get your child to do the most she can, instead of the least she can get away with? I know this should have been instilled long ago, but what can be done with a 14 year old?
Suggestion:
This is a question that goes beyond education and there is no "magic" answer, but I do have some general recommendations. You know that this motivational issue is something that needs to be instilled in your daughter (and it isn't too late at 14), so insist (and reward) that she does her best. When she does the bare minimum, let her know that it isn't acceptable, and don't be afraid to "take a privilege away" until she does better.
Also, remember that you are not on your own! Don't be afraid to talk to her school counselor and teachers about your concerns. They can provide you support and "push" your daughter at the same time. Teachers may be more willing to push a child if they know that they have the parent's support already.
Kevin Leineweber
Science teacher
Science teacher
Decatur Central High
Indianapolis, Indiana
Suggestion:
Isn’t it fun being the parent of a 14-year-old girl? All of a sudden she has a mind of her own. For some teenage girls, being smart, getting good grades, and helping around the house isn’t "cool." What would everybody think? … Especially the boys!
Let’s start with communication. Is there a time when the two of you can find time to share, while shopping for school clothes, maybe over lunch? It would not have to be anything about school necessarily, it could be about anything: the latest teen fashions, the music she likes or the TV shows she hates. Compare what it was like for you at her age. With the two of you talking and listening to each other you can start to get an insight into why she does the "least she can get away with." I am assuming that the problem isn’t just school. Learn what comes easy for her. What’s difficult? What has she done that really excited her? What is she proud of? What is she afraid of?
Maybe, you two could come up with a plan of action by sharing your expectations of each other. Not only what you expect of her but what she expects of you. Your daughter is going through a lot of changes in her life. She is slowly becoming a woman. Try to be patient and be there for her as she grows up to be a wonderful caring Mom like you.
Tom Lynch
Retired high school speech and drama teacher
Oshkosh, Wis.
Retired high school speech and drama teacher
Oshkosh, Wis.
A parent asks:
I am a single (African American) parent of a great student. He is 16 years old. Currently, he's so undecided about what he wants to do after high school. Let me say this year he is a junior. He's very intelligent, plays the trumpet extremely very well. I want to know how can I strongly encourage making GREAT grades. He'll start out with an A, then it goes down to a C almost a D, and by the end of the year he's struggling to pull them up to an A or B. Oh, please understand he ALWAYS make an A in BAND! :) I have high expectations for him, and he knows this. When he's good he's the best, but when he does not feel like it he doesn't.
Suggestion:
Your son has a promising future in front of him, and you see this but he does not. I have a feeling that he will not respond to rewards and consequences, but needs to be directed by his own internal motivation. He knows he is smart and sees that he can do well in a class; he also knows that he can "coast" and save the grade at the end. The issue here is a lack of him seeing the "big picture" to create an internal drive. My recommendation would be a role model of somebody who is in the music business or music education. Somebody who isn't too old, so that they can relate, but somebody who is successful and will encourage your son to do his best. I know we would like to think that our children will respond to our expectations, but reality is that an outside influence to support our views can be very powerful for our children.
I am a single (African American) parent of a great student. He is 16 years old. Currently, he's so undecided about what he wants to do after high school. Let me say this year he is a junior. He's very intelligent, plays the trumpet extremely very well. I want to know how can I strongly encourage making GREAT grades. He'll start out with an A, then it goes down to a C almost a D, and by the end of the year he's struggling to pull them up to an A or B. Oh, please understand he ALWAYS make an A in BAND! :) I have high expectations for him, and he knows this. When he's good he's the best, but when he does not feel like it he doesn't.
Suggestion:
Your son has a promising future in front of him, and you see this but he does not. I have a feeling that he will not respond to rewards and consequences, but needs to be directed by his own internal motivation. He knows he is smart and sees that he can do well in a class; he also knows that he can "coast" and save the grade at the end. The issue here is a lack of him seeing the "big picture" to create an internal drive. My recommendation would be a role model of somebody who is in the music business or music education. Somebody who isn't too old, so that they can relate, but somebody who is successful and will encourage your son to do his best. I know we would like to think that our children will respond to our expectations, but reality is that an outside influence to support our views can be very powerful for our children.
Kevin Leineweber
Science teacher
Decatur Central High School
Science teacher
Decatur Central High School
Suggestion:
Sounds as though you have a young Wynton Marsalis or Louie Armstrong in your home. That’s exciting! Playing the trumpet isn’t easy. I’m glad your son has a passion for beauty and the desire to entertain people.
Sounds as though you have a young Wynton Marsalis or Louie Armstrong in your home. That’s exciting! Playing the trumpet isn’t easy. I’m glad your son has a passion for beauty and the desire to entertain people.
You’re probably asking, "Why can’t my son use the same love, concentration, discipline, and focus in his other subjects as he does in band?" Well, he can and he must. Start by encouraging him to go beyond being one-dimensional. Math, English, history and science are important too. He can’t always "play for his supper."
If this "grade sliding" is a pattern, perhaps you can prevent it before it happens. Routinely sit down and talk with your son about how he is doing. The two of you could speak with each of his teachers and schedule confidential weekly progress reports. Try not to restrict his trumpet playing as a punishment for not doing well in his classes.
It is difficult not to nag or get upset when you know he can do better. Be patient but firm in his plan for improvement. Remember you and your son’s expectations should be the same. Let him know that you love him and support whatever he does in band and all his other classes. Who knows? He might be the next "Satchmo."
Tom Lynch
Retired speech and drama teacher
Oshkosh, Wis.
Retired speech and drama teacher
Oshkosh, Wis.
A parent asks:
Is it really true that a student should start aligning their high school course selections with their choice of career? And, if so, where would you suggest we place emphasis if a student would like to be a teacher?
Suggestion:
I hear counselors and educational specialists make the statement about high school students aligning their course selections with career choices all of the time, but I also disagree with these professionals regularly about this issue. I believe that high school students should be still exploring their interests and options and becoming well-rounded individuals by taking a variety of classes and by participating in a variety of extra activities. My opinion is based on two things. 1) I have noticed that the students who do not focus on a "major" in high school have a tendency to actually be able to focus on a major in college, whereas students who don't explore classes in high school end up exploring in college and switching majors. 2) My own personal experience was that my parents encouraged me to focus on biology, so that I could be a pre-medicine major in college. I liked science, but within the first year of college decided that I didn't like biology and knew that I would not want to make a career in medicine. I hadn't done enough exploration of different subjects in high school, so I then had to do this at college, and it took me over a year to decide that I wanted to major in science education with a focus on the geosciences.
Is it really true that a student should start aligning their high school course selections with their choice of career? And, if so, where would you suggest we place emphasis if a student would like to be a teacher?
Suggestion:
I hear counselors and educational specialists make the statement about high school students aligning their course selections with career choices all of the time, but I also disagree with these professionals regularly about this issue. I believe that high school students should be still exploring their interests and options and becoming well-rounded individuals by taking a variety of classes and by participating in a variety of extra activities. My opinion is based on two things. 1) I have noticed that the students who do not focus on a "major" in high school have a tendency to actually be able to focus on a major in college, whereas students who don't explore classes in high school end up exploring in college and switching majors. 2) My own personal experience was that my parents encouraged me to focus on biology, so that I could be a pre-medicine major in college. I liked science, but within the first year of college decided that I didn't like biology and knew that I would not want to make a career in medicine. I hadn't done enough exploration of different subjects in high school, so I then had to do this at college, and it took me over a year to decide that I wanted to major in science education with a focus on the geosciences.
Kevin Leineweber
Geoscience teacher
Decatur Central HS
Indianapolis, Indiana
Geoscience teacher
Decatur Central HS
Indianapolis, Indiana
Suggestion:
Over the years I have had many of my former third graders come back to volunteer in my classroom when they were in middle school and high school. They come back on vacation days, early dismissals, conference days, etc. Some have even earned school credit for community service. These students have read to my third graders, helped with group activities, tutored and mentored students, made materials needed for lessons, etc. This provides real first hand experience and can help a student decide if they really want to be a teacher before college. Volunteering in a school might also help your child decide what kind of courses to take for the area of teaching they are most interested in pursuing.
Carol Antes
Instructional coach
Christina School District
Newark, Del.
Instructional coach
Christina School District
Newark, Del.
Suggestion:
Wow! So your youngster would like to be a teacher. It’s quite an adventure and an awesome career.
It’s never too early to think about the future, but did you know what you wanted to do when you grew up? I didn’t. So aligning your child’s classes to fit a future job might take awhile.
All core subjects of each grade level that are required by your school district need to be taken and passed using good study habits. Sit down and talk about what interests them, what class or subject matter is really exciting …not because the teacher was “cool,” the class was fun and easy, or all of their friends were together. No matter what subject they choose to teach, it is important to write and speak well. So English and Speech /Communication classes are a must. One must be able to communicate the expertise and love for whatever they are teaching.
Teachers need to think on their feet. So “brain training” is essential. Advanced classes and college prep courses are vital. The ingredients for a successful learning experience is being creative and trying something new to stir the imagination. So taking classes in the Fine Arts such as music, drama, and art would be stimulating. Encourage your son or daughter to participate in a variety of extracurricular activities. Remember what they taught you; cooperation, teamwork, and time discipline.
Being the parent of a teenager is not easy. Be patient, guide them and support them, let them explore and maybe take a risk or two with you holding a safety net. You are not alone. There is usually a helpful teacher or a guidance counselor ready to offer assistance. Above all, be there for your child. They are your most precious gift. Good Luck!
Tom Lynch
Retired speech and drama teacher
Oshkosh, Wis.
Retired speech and drama teacher
Oshkosh, Wis.