What Students Say, What They Mean, What You Can Do

I made this graph around 9 years ago when I was finding that the majority of students and parents were saying the same thing every parent conference, every phone call, every year. Middle school can be a big challenge and change for parents and students. I read the list of "what students say" to a classroom of students and they almost said "what they mean" word for word, so I know I am on to something. My principal liked it so much they used some of the comments in their yearly presentation to new students & parents, but I thought the information might help other families too, so I posted the list here. Hope it gives you a good laugh or some great insight to some common school issues.

“Teachers open the door…you enter by yourself.” Chinese Proverb

What Students Say I don’t have HW The teacher doesn’t like me The teacher didn’t tell me I didn’t know I didn’t understand “it” The teacher wouldn’t help me I forgot or I forgot “it” I never failed a test before.  I was an A student. I couldn’t find it. I don’t have a pencil/pen/paper I turned it in My parent had a hard time helping me I didn’t do it or it wasn’t my fault I wasn’t talking

What They Mean Of course I have HW.  I don’t want to do it. I don’t like the teacher.  I get in trouble with my teacher for not following their procedures.  I wasn’t paying attention. I didn’t bother asking the teacher. I wasn’t listening.  I didn’t bother asking the teacher. I wasn’t paying attention. I wasn’t trying.  I didn’t bother asking the teacher I wasn’t paying attention. I didn’t bother asking the teacher.  I asked for help at the wrong time. I wasn’t paying attention. I didn’t bother asking the teacher.  I didn’t want to.  I’m lazy. The transition to middle school is difficult & I’m struggling.  Or, I am more interested in social networking I lost it, it’s somewhere in my messy backpack, I never did it. I didn’t tell my parents what I need for school or that I ran out.  Didn’t want to get it.  I’m lazy. I lost it, it’s somewhere in my messy backpack, I never did it. I didn’t put my name on it. Parent didn’t understand the assignment or was too tired to do it with me.  I didn’t ask my parents. I don’t want to take responsibility for my actions.  I was involved somehow & don’t want the blame I was talking. I don’t consider it talking.  I was involved somehow & don’t want the blame. My eyes & body were not toward the teacher

What You Can Do Check your student’s handbook.  Students are required to write their HW in their handbook. Teachers enjoy the diversity of personalities in the room, but they have to uphold their classroom procedures.  If you need clarification on a consequence, please contact the teacher. Encourage your student to speak to the teacher Encourage your student to speak to the teacher Encourage your student to speak to the teacher Encourage your student to speak to the teacher Encourage your student to speak to the teacher. Work with your student on staying organized. Encourage your student to speak to the teacher.  Attend tutoring when available.  Work with your student on developing studying skills & staying organized. Work with your student on staying organized. Work with your student on staying organized. Work with your student on staying organized.  Check your student’s handbook.  Students are required to write their HW in their handbook. Be available to guide and encourage your student.  Students need to complete the work on their own now that they are in middle school Teachers enjoy the diversity of personalities in the room, but they have to uphold their classroom procedures.  Teachers enjoy the diversity of personalities in the room, but they have to uphold their classroom procedures.

·         “What Students Say” are responses given by what parents and teachers hear the most in school

·         “What They Mean” are responses given by parents, teachers, and verified by students

·         “What You Can Do” are responses given by teacher and administrators to help parents guide and motivate their children from home as part of the effort for teachers, students, and parents to work together for student’s to be successful in the classroom. 

School Work and Noise Distractions

I always find it interesting at parent conferences when students tell me they can't get their work done because of noises, brothers and sisters, TV, music, etc. These things are mostly controllable so I found these suggestions from Stowell Learning Center very helpful.  

Trying to stay "on task" can sometimes be a major goal.  No matter what time of year, getting the mind settled down to do homework can be challenging.

Is your child one of those easily distracted by noises and talking?  Does it feel like any little noise can pull her attention away from her homework?

Is it difficult to "switch gears" and get the mind focused on homework?

Below you'll find a quick suggestion to help focus students on the task at hand.

 

 

 

Reducing Noise Distractions

Here's a simple way to reduce noise distractions and increase concentration at the same time:

Try using a pair of noise cancelling headphones and some soothing background music (classical is often a good choice) to block other sounds.

Step 1 - Get your student in their regular homework place, remove any distractions (cell phones, chat windows, TV, etc.), and just "settle" for a moment.

Step 2 - Now, add a pair of noise cancelling headphones (over-the-ear are the most effective) and switch them on. They will immediately eliminate a great deal of background noise.

Step 3 - Next, play music through them that will help keep the mind focused. Our clinic students have whole libraries of Samonas selections that help do this.

If you're just getting started, try getting a copy of Pachelbel's Canon in D, Beethoven's Sixth Symphony Movement #2, Beethoven's Seventh Symphony Movement #2, Bach's Air on the G String and Jesu Joy of Man's Desiring, or Dvorak Ninth Symphony Movement #2.

Make a playlist with several of these.

STAY WITH "classical" music," NOT "pop" music or even Christmas music. AVOID classical pieces like the 1812 Overture by Tchaikovsky, Also Sprach Zarathustra by Strauss, Ride of the Valkyries, by Wagner, etc. as well as choral music. We're looking for smooth, flowing, non-distracting music.

Remember this, the kids don't have to love it. They may complain at first, but, in a short time, most students actually like it. With headphones and classical music students will get better focus and become MUCH more efficient with homework.

Give it a try and let us know how it works.

 

When is Homework "Finished?"

As a teacher, homework completion is a big topic. Students say they are done or parents believe their child is done. But when is homework "finished?" I like the suggestions Stowell Learning Center comes up with to guide families on homework completion.

Do you ever get into an argument over whether or not homework has been completed?

 

This seems like an easy question to answer..."Is your homework done?"

 

In reality, there are lots of ways this question can be misunderstood, mis-answered, or otherwise misinterpreted.

 

It's even worse when a teacher calls a parent and lets them know that homework hasn't been done for several days (or maybe even several weeks).  It's especially frustrating when parents have made sure to ask if homework is done.

 

There are only two ways this can happen:

1. The homework wasn't actually completed
2. The homework was completed but never found it's way to the teacher

This week we'll deal with the first one of these.  And it brings up an important question:

 

When is homework done?

 

Below is a strategy that will help you better define "finished" so that both you and your child have the same understanding.

 

 

 

What Does "Finished" Mean?

 

It happens everyday.  Your child gets an assignment, does that assignment only to find that what the student thought was "finished," wasn't.

 

Students may start assignments and then "drift into the ozone" because they do not have a clear picture of what "finished" looks like.   They are busy working, but they aren't too clear as to what they are supposed to accomplish.

 

You can help your child to understand "what finished looks like" by examining each assignment, then explaining, "You will know you are finished when..." and list the criteria.

 

For example:  You will know you are finished when...

• You have completed all 10 math problems and checked them
• Your name, date, and class period are at the top of your page

When your child is not working, point to the list of criteria you jotted down and simply ask, "I wonder if you completed this assignment based on these criteria." 

 

I heard about a teacher who used this technique to help students know what a clean desk should look like. 

 

She took a photograph  of a clean desk and posted it with a caption that said, "You will know your desk is clean if it looks like this." 

 

Help your child understand what "finished" really means for each assignment, jot it down on a paper or 3x5 card, and then make sure they meet all the criteria for "finished." 

In the long run it will save you lots of frustration. 

 

I would also add that students should be writing down their homework daily and using the list as a checklist for work completion. Too many students tell me "I forgot" when I check that their agenda is filled in everyday. These students need to go home and open their agenda up to use as a checklist for completion.  

Font for Dyslexic Readers now Available

For Dyslexics, A Font And A Dictionary That Are Meant To Help

November 11, 201412:16 PM ET

Bill Chappell

Twitter

The Dyslexie font uses slight changes between similar letters to help keep dyslexic readers from confusing them. Dyslexie hide caption

itoggle caption Dyslexie

The Dyslexie font uses slight changes between similar letters to help keep dyslexic readers from confusing them.

Dyslexie

A designer who has dyslexia has created a font to help dyslexic readers navigate text, designing letters in a way that avoids confusion and adds clarity. And in England, two researchers are compiling a dictionary that favors meaning over alphabetical order.

Roughly 10 percent of the world's population is dyslexic. And as NPR's Nancy Shute reported in 2012, "People with dyslexia are often bright and verbal, but have trouble with the written word."

The people behind two new projects hope they can help change that.

Dutch designer Christian Boer's Dyslexie font has been around for a while, but it's been getting new attention thanks to being featured in the Istanbul Design Biennial.

The font defaults to a dark blue color, which Boer's website says "is more pleasant to read for dyslexics."

"When they're reading, people with dyslexia often unconsciously switch, rotate and mirror letters in their minds," Boer tells British design magazine Dezeen. "Traditional typefaces make this worse, because they base some letter designs on others, inadvertently creating 'twin letters' for people with dyslexia."

To avoid confusion, Boer designed letters that have a heavier bottom half, making it less likely that a reader might flip them. He also made some openings larger, and slightly tilted some letters that closely resemble others — such as a "b" and a "d."

In that sense, Boer's font uses a similar approach to another font developed with dyslexics in mind. OpenDyslexic (click here to get font to download) is a free, open-sourced font that's also designed to help prevent confusion, as NPR reported last year.

Graphic designer Christian Boer's Dyslexie font is being featured at the Istanbul Design Biennial. Dyslexie hide caption

itoggle caption Dyslexie

Graphic designer Christian Boer's Dyslexie font is being featured at the Istanbul Design Biennial.

Dyslexie

Dyslexie also incorporates more space between letters and words, to help prevent a dyslexic reader from seeing a confused jumble of text.

Boer's font works with both Apple and Microsoft-based systems; it can also be added to a Web browser as an extension. The font is free for home users and available for a fee to schools and businesses.

It's not clear what font education researchers Neville and Daryl Brown will use for their new dictionary, which will cater to dyslexic readers' needs. The father-and-son team say the project builds on decades of research — and the understanding that the standard dictionary isn't very helpful for dyslexics.

Instead of using a strict alphabetical order, words in their dictionary will be organized according to their meanings, as the pair explained in a recent article in British newspaper the Litchfield Mercury.

"We teach literacy using an entirely different method to phonics, instead using the 'morphological approach,' which was developed by my father over 30 years ago," Daryl Brown says.

So far, they've organized nearly 50,000 words, sorting them by some 3,700 morphemes.

"For another example, the traditional dictionary places the words 'signature,' 'resign' and 'assignation' many pages apart," the Mercury reports. "But they are connected by the common morpheme 'sign,' pronounced differently across the three words."

The two researchers recently told BBC London that they've been working on the dictionary since 1982, when their research school, Maple Hayes Hall, was founded. They hope to finish the book by the end of 2015.

Writers Block & Getting Started On Writing Assignments

I think we have all had writer's block. But some students constantly get stumped on  how to break down a writing assignment and organizing their thoughts. This idea from Stowell Learning Center can provide some great ideas. 

How often does a short writing assignment turn into hours or days of sitting in front of a blank piece of paper?

 

Please know that you, and your child, are not alone! Professional writers sometimes have this very same thing happen to them.

 

Below you'll find a three-step process for getting ANY writing assignment started. Making this a part of every writing assignment will make ALL writing easier.

 

 

Can't Think of Anything to Write About

"I can't think of anything to write about!" whines Casey as he sits staring off into space hoping for inspiration to hit. And the 20-minute writing assignment just became an hour.

Even though teachers usually give some kind of a prompt or topic for students to write about, the minutes tick away for many students as they are "blank" about what to write.

Here are a couple of very simple strategies that will help:

1. It is easier to answer a question than to just write from scratch, so turn the topic into a question. For example:

 

 

 

 

2. Visualize the answer to the question you asked. List three to five things that you pictured. These become your details. For example:

 

 

3. Use words from the question to write your topic sentence. For example:

 

 

Many students find they have lots to say once they get started with writing. It's that initial getting started that's so challenging. Using these three steps will give students a structure to "jump start" the process.

Struggling with Math Problems?

Listening to my students, math is not one of their favorite subjects and they start quoting me the word problems and how silly the questions they are.  I saw this idea from Stowell Learning Center and thought it would help those out there struggling with word problem.
 
Do you and your child dread math word problems?

Many parents report that even if their child can do the rest of the math homework, the word problems often pose a huge "hurdle" that neither parent nor student want to "leap over."

There are two main causes for this fear:

1. The child has a reading problem and word problems require reading,
   
   OR
   
   
2. The child (and parent) is trying to solve the problem by picking out the numbers or key words without really understanding what the problem is about.

Word problems are the application of math; the part that makes math something real and relevant.

They used to be called story problems and that's how we have to think of them - as a story. You don't just pick out the pieces you want from a story. If you do that, the story won't make sense.

The best way to really understand a story is to visualize it, turning it into a movie in your head.

 

 

Word Problem Strategy

• Read and visualize the story. (Do one sentence at a time if necessary).
  
  
• Have your child talk about what he/she pictured. Who was in it? What were they doing? What were they trying to find out?
  
  
• Use the chart below to think through the information. Have your child say what he's thinking as he goes. This helps him reason through the information and develop the language that he eventually internalizes and uses on his own whenever doing word problems.

 

Here is a simple problem as an example, but this strategy works with word problems of almost any level and helps students understand what they doing.

Problem: Sara and Kaitlyn were on the same swim team. On Friday morning, Sara swam 19 laps and Kaitlyn swam 23 laps. How many more laps did Kaitlin swim than Sara?

Visualize and verbalize (make a mental movie of) the story:

"I picture two girls in a swimming pool swimming laps. They both swam a lot of laps, but Sara got out after 19 laps and Kaitlin kept going until she completed 23 laps. I have to figure out how many laps Kaitlin did after Sara got out of the pool.

(To solve this, you might have to guide your child in recognizing that until Sara got out of the pool, the two girls swam the same number of laps. The difference is the number of laps Kaitlin swam once Sara got out. Whenever you are finding the difference, you will subtract the smaller number from the larger number).

 

Have your child verbalize or write the full answer to the problem:

"Kaitlin swam 4 more laps than Sara."

*As with many of our tips, this takes some time at first, but the more you do it, the more independent and confident your child will get with word problems.

Audiobooks May Help Your Struggling Reader

Since having kids, I've become a fan of audiobooks. Staying awake to pick-up a book and get past a page is difficult, but listening to audiobooks has been a life saver. I can actually keep up on books in my ever growing wishlist. I can also see the benefit for students to be read to as long as they follow along. I can remember my father reading to me at night, such classics as "Treasure Island" and "The Hobbit." I like the advice given here by Stowell Learning Center for students.

 

Audiobooks May Help Your Struggling Reader Keep up with the Class and Be More Independent

 

Does your child dread or avoid reading textbooks because the pages seem too dense, the chapters too long, or words too hard? Having textbooks on audio allows students to spend less time struggling with homework, and more time understanding and absorbing the material.

It also frees you up from having to do the reading for your struggling reader and helps your child be more independent.

Here are two resources available to schools and parents for a nominal yearly fee (may be free to schools) that will allow students with learning disabilities to access their textbooks on audio

Learning Ally: www.learningally.org
Bookshare: www.bookshare.org

Here's HOW to get the most out of audiobooks:

 

Have your child or teen read along in their textbook as they listen. Using their finger under the line of text may help them to keep their place and allows them to touch, see, and hear the words simultaneously.

This action helps students notice vocabulary, see how words look while accurately hearing them read, and increases attention and comprehension.

Research reported by Learning Ally states that students show the following improvement with the use of audiobooks:

 

Improved reading comprehension: 76%
Increased interest in reading: 76%
Improved reading accuracy: 52%
Increased self-confidence: 61%
Increased motivation: 67%

 

Audiobooks are a valuable resource and support for struggling readers.

It is important to recognize, however, that these resources do not correct the reading problem.

Most reading and spelling problems can be permanently corrected by identifying and developing the weak, underlying learning skills that are getting in the way of the student learning comfortably and efficiently.