As per my a previous post, I am on a mission to help my kids (and myself) be more organized and teach responsibility. Knowing this needed to be done but also being a parent to three small children, I always feel as if I’m playing catch up and one of my goals is to get ahead of the game. Or at least try to. In doing this, the hope is to help our household run a little better and teach the kids about organization at the same time.
Some of this was derived from report card time. My eldest child, a bright easily distracted nine-year old, is struggling with her current school program. The standard message has come home the last few years,
“Elizabeth is a bright, empathetic child. She would greatly benefit from focusing more during classroom time, completing her work in an organized way and using the resources available to her.”
Meetings with teachers generally end with the same conversation.
“Yes, we know she can do the work if she wants to, but her work is too inconsistent to be marked at grade level. If she would just focus in class a bit more and take her time, we think there would be huge improvements.”
My standard question is, “What are the resources available during class time and within the school to support this goal of motivating her to focus on her work? Timers? Reward charts? What?”
Usually I am taken through the standard in class resources. But telling me in February that you are just starting to do things like giving her a private area to focus on her work or inviting her to join a guided reading club twice a week at recess is frustrating with more than half the year is gone. I know teachers are limited to what they can do in a day and it is the hardest job. I empathize and know you try your best. But as a parent, I would like not to wait until the year is half over to address concerns, but deal with them as soon as they are noticed and see mechanisms in place after the Progress Report if you think they are needed. Not four months later. As for other available at-school resources outside the classroom for these types of learning skills, well they are non-existent at our school. Basically the continued message I have received is that she will continue to be marked low until she writes neatly, focuses all the time during class on a more consistent basis and uses the resources for her spelling.
On one level, I can’t argue with them. It is the same frustrating battle I have at home trying to balance her free-spirited ways knowing she understands the material, but she really doesn’t seem to care if she spells are without the “e” because,even though she knows it’s supposed to be there (as she can spell it correctly when she edits her work or spells it orally) so why should she write it down properly? She just wants to finish and get on with the next thing. Sigh…
Trying to walk the line of working with the school system while encouraging them to perhaps look at alternative ways to motivate her, I am tempted to write a standard letter to every one of her teachers at the beginning of the year.
“Please excuse my daughter. She understands everything you are saying but unless she sees the personal benefit to write neatly and in an organized way, telling her to do it just isn’t going to work. Perhaps rewarding her with smarties will entice her to focus on her work. I invite you to try any positive reinforcement at your disposal but please try those things now and not in March.”
But some teachers may not appreciate my sarcastic sense of humour.
The only thing I can think of as a parent trying to juggle multiple kids homework etc. was to go back to basics. I researched chore lists, homework lists and found some great online free resources. Some of them customizable.
As a first step, I created a simple system to encourage personal responsibility. The system needed to contain visual cues and reminders to teach what is a good use of one’s time as I do have an emerging reader in JK.
What does this mean in kid language?
Each child has a folder jammed full of their specific paperwork, homework, reminders and special pencils. To be cleaned out once a month. (As the picture was taken last week, as you can see not emptied for the month yet!)
Above that, each child has a list of expected age-appropriate daily tasks to be checked off. If the whole week gets checked, they get extra time for a movie on the weekend, or trip to the book store to cash in that last birthday gift card. Some sort of “good job” incentive.
Beneath that, each child has a daily schedule with slotted times for piano practice, homework time, free time, lessons, extracurricular activities etc. I also included their in school library days, or weekly dictation tests. These will change every four months as activities change. My hope is that if they can visually see how much time they have for items or upcoming due dates prompting them to use their time wisely.
This is as much for me as for them as my head was getting full of so many school-related details.
Now as simple as this looks (and let’s be real, this is not staged so yes I use markers to draw things and items are askew) the point is that it is there for reference.
We went through a tutorial with each kid outlining their charts with an emphasis on independence. What is that? Simply put, if they don’t know what to do, check the chart first. If they still need help figuring out how to use their time, ask a parent.
This also can help any grandparent, child care provider and Mr. L in the event the main organizer, (me) is ill or away.
We got through week one of using the charts and for the most part it went well. Especially with Elizabeth. She likes knowing what is expected of her and having a resource to refer to. It helps keep her focused on the task at hand. It also helps a mom who hasn’t showered in two days take a breath and state the mantra, “Did you check your lists?” With that reminder, the two eldest children figured out what they were supposed to do without much more input. Also freeing up my time to teach a rambunctious four-year old his alphabet.
Next on my list? Investigating and brainstorming simple but creative ways to entice a nine-year old girl to care about her work without overwhelming her. I want to motivate her but more importantly, I want her to learn to motivate herself and be proud of her accomplishments.
Charts were all found from: www.freeprintablebehaviourcharts.com