I Love You Too Much to Argue

I often post on tid-bits I pick up from Love and Logic because Jim Fay and Dr. Charles Fay do a wonderful job of giving parents advice, that they can easily incorporate into their lives.  Today is no different.  Many of us have been in situation where we have argued with our children.  Dr. Fay and Jim Fay prescribe two ways to neutralize an argument.

First, consider an empathetic statement.  It’s a great way to soak up your child’s emotions and avoid an argument all together.  Here are some examples:

Examples of empathetic statements that work:

• “Oh, no. I bet that feels terrible.”
• “Wow. What a bummer.”
• “I can’t imagine how bad that feels.”

Examples of statements that don’t work:

• “I know how you feel.”
• “I know just what you mean.”
• “I understand.”

Second, consider using a one-liner…and by one-liner they really mean it.  Think of yourself as a broken record.  Persistence will really pay off in this situation.  Here’s an example:

Example of a Love and Logic One-Liner that should become a habit for you:

• “I love you too much to argue.”

Sample dialogue:

Child: You never let me do what I want.
Parent: I love you too much to argue about that.
Child: But Sally always gets to do what she wants.
Parent: I love you too much to argue about that.
Child: Yeah, that’s cause you like her better.
Parent: I love you too much to argue about that. Come talk to me later about something fun. See you, sweetie. Thanks.

For the entire article, click here.

source: loveandlogic.com

Bedtime Math

Most parents read to their children at bedtime, but why not consider bedtime math?  I recently came across a great article on Scholastic.com.  The writer, Laura Overdeck, challenges parents to incorporate math into their bedtime routines.  She didn’t suggest anything overly complicated, just a few word problems that will push your child to think critically and do some mental math.

For example, let ‘s say you just read a book about a mischeivious dog?  You could pose some questions about that dog to your child.

Overdeck suggested some questions like these:

Wee ones (counting on fingers): Hannah’s dog Harley eats pretty much anything.  If Harley eats 3 pens, 2 crayons, and 4 washable markers, how many writing implements does he eat?

Little kids: If Harley eats 24 pages of your math book, and 13 pages of your history book, how many pages does Harley eat?  Bonus:  How many more pages of math than history does he eat?

Big kids: You’ve just written an 80-page paper.  If Harley eats 1/4th of it, how many pages does he eat?  Bonus: What if he eats 1/5th of what’s left – how many pages do you still have?

I love the idea of bedtime math, because we do tend to neglect math in the evenings.  We should teach our children how math is applicable in any situation, even after our bedtime stories.

For the full article, click here.

Teaching Kids to Self-Monitor for Desired Behaviors

No matter the situation, each child has behaviors that might drive you nuts.  So, how do you break bad habits or teach your child to strive for those desired behaviors?  Teach your child to self-monitor for those desired behaviors.

You can do this with these easy steps:

1. Identify the Target Behavior

2. Operationally Define the Target Behavior

3. Collect Baseline Data- Not totally necessary for at home use

4. Determine if this is an appropriate behavior to remediate- Parents usually know what behaviors need remediation

5. Design procedures and materials-usually consists of creating a simple chart and deciding on timed segments

6. Teach the child how to self monitor- teach the child how to use the chart

7. Monitor student’s progress- assess child’s charts and adjust intervention with improvement

This may seem like a lot of work, but really this can be as simple as a t-chart with “I was mostly on task” slated at the top.  Set a timer for 5 minutes and when the timer goes off you decide if the child was mostly on task and check mark the yes or no column.  With time, you can give the monitoring duties to the child. (see example in today’s article)

Today I have attached the article, by Lisa Rafferty, that gives the complete step-by-step to teaching a child to self-monitor.  Enjoy!

https:spedchat.wikispaces.com:file:view:Step+By+Step+Teachig+Students+to+Self+Monitor

 

ADD/ADHD…What it is and What Parents/Teachers can Do to Help

Lately I’ve been doing research on ADD/ADHD.  As a result of my past experiences and I had pretty good idea about the symptoms, but I know that there are many of us out there who don’t.  Here’s a quick break down:

• combined ADHD (the most common type), which involves all of the symptoms
• inattentive ADHD (previously known as ADD), which is marked by impaired attention and concentration
• hyperactive-impulsive ADHD, which is marked by hyperactivity without inattentiveness

                       * Reference WebMD.com

Everyone knows how common this diagnosis is, but the treatments really differ from person to person.  I have never been one to recommend medicating, but I do understand that some people really need medication to function with this type of diagnosis.  Besides this, I wanted to explore some interventions to help parents and teachers accomodate kids (some of these work for adults too) with ADHD.  I found this great resource online that lists the behavior and gives resolutions for the problem.  Some may seem like common sense, but when you are frustrated, this can really come in handy.

Here are some highlights from this resource, or click here for the full document:

Difficulty sequencing and completing steps to accomplish specific tasks (e.g. writing a book report, term paper, organized paragraphs, division problem, etc.)	Break up task into workable and obtainable steps. Provide examples and specific steps to accomplish task.
Shifting from one uncompleted activity to another without closure.	Define the requirements of a completed activity (e.g. your math is finished when all six problems are complete and corrected; do not begin on the next task until it is finished).
Difficulty following through on instructions from others.	Gain student’s attention before giving directions. Use alerting cues. Accompany oral directions with written directions. Give one direction at a time. Quietly repeat directions to the student after they have been given to the rest of the class. Check for understanding by having the student repeat thedirections.
Difficulty prioritizing from most to least important.	Prioritize assignment and activities. Provide a model to help students. Post the model and refer to it often.
Difficulty sustaining effort and accuracy over time.	Reduce assignment length and strive for quality (rather that quantity). Increase the frequency of positive reinforcements (catch thestudent doing it right and let him know it.

Helping your Child Add some Character to his/her Writing

You’ve probably been in a parent-teacher conference where the instructor has told you your child needs to liven up his/her writing.  The fact is, that we, yes adults too, use the same words over and over!  Humans are definitely creatures of habit, so doesn’t it make sense that we rely upon our typical vernacular to communicate?  In effort to show your child that there is more than one way to say something, start incorporating new vocabulary into your own speech and writing.  Your child might look at you weird for a little while, but maybe it will encourage him/her to ask you about the new word you are using.  If they don‘t, ask them about it.  It’s a perfect opportunity to introduce new words.

Today, I am attaching an awesome reference sheet, which lists oodles of character traits for your family to start using.  Begin by incorporating these words into your descriptions to show your kiddo how to use the word.  Spark a discussion with your younger child, talk about the difference between character traits and physical traits.  Take it further and talk about what ideal character traits are and the ones your child wants to exhibit.

I am confident that if you try this strategy home, at your next parent-teacher conference, the teacher will be raving about child’s word choice!

AListofCharacterTraits

Fun and Easy Math Games using a Deck of Cards

Often times children, and some adults, don’t associate FUN with math.  However, using something as simple as a deck of cards can really change a child’s point of view.  Today’s post is all about quick and dirty (because your kid won’t know he/she is doing fact practice) games you can play to drill math facts, do sorting activities, and even memory activities.  In the classroom, I often took out  a deck of cards to break up the time in class and get the kids fired up to learn.  At home, you can utilize these games at the end of  or during a homework session to bolster fact fluency.  This is especially useful if you have a kiddo that can’t sit for long periods of time because the element of competition is motivating.   Additionally, using 5 minute increments to “rest” and play a game of war can definitely refocus your child.  I am borrowing this link from another blog, but I used these same games with kids K-5th grades, just with modifications of course.  Check out the games here!  Enjoy a little math fun with your child tonight!!

 

Find Level Appropriate Books for your Child with the Ease of your Phone

 A  frequently asked question I get  is, “How do I know if a book is level appropriate for my child?”  First, your child’s teacher can tell you what level your child is in a couple ways, via Lexile measure, grade equivalent/AR Level, guiding reading level, or DRA level.  Teachers find what level your child is by using various tests and will typically give you one of these measures.  Schools that I have previously taught at used grade equivalents and DRA.  Teachers don’t usually use all 4, it’s just too much to manage.

Next, when you are searching for a book, there are some apps for your SmartPhone that can assist you.  From my perusal of the app store I found these to be the some options:

1. Level Finder $1.99 and 4+ Star and Consumer Rating: You can search for books based on grade equivalence only, but includes over 126,000 titles.  You search by full or partial title, AR points, AR Level (gr. equiv.), and author name.

2. Level It Books $4.99 and 4+ rating:  This is a relatively new app, so there aren’t any buyer reviews yet.  However, this is a great tool for parents and teachers.  You can scan the ISBN and easily get all four types of level reading levels for a book.  You can look at teacher recommendations of books too.  For teachers, you can keep rosters for checking out books and maintaining reading levels.  This app also has a feature that allows you to loan out books using the check-out feature.

3. Book Retriever $.99 and 4+ rating but only 2.5 stars from consumer: This app has all of the same features as Level It Books does, but teachers can send parents notes via the app and you can print labels for your books too.  Downside to this app, the consumer reviews say that is has functionality issues.  Seems like they have some bugs to work out.  However, one of the reviews states that a call  to the company explaining the problem solved her issue with logging in.

Websites:

4. Scholastic Book Wizard is not an app but you could bookmark it in your browser on your phone.  You can type in the title, keyword, or author of  a book to retrieve reading level information. http://www.scholastic.com/bookwizard/

5. AR Book Find is also a great site for those of you who have children using the Accelerated Reader program or want grade equivalency.  You can search via title, author,  or keyword.  http://www.arbookfind.com/usertype.aspx

If all else fails here is an idea, The Five Finger Rule.  The premise is easy.  Open to a page of the book and have your child read the page.  One to two missed words means the book is too easy.  3 missed words means the book is just right.  4-5 missed words means the book is to difficult for independent reading.  This rule is great with one caveat, ask your child to explain what he or she just read.  Although, your child can read the words, he/she may not comprehend the text.  If your child did not comprehend the text, it could also be because he/she is not interested in the book.  Try a new book of interest or go back to a book that would be considered easy to see if the comprehension is better. I attached a PDF with the Five Finger Rule below.  Now there’s no excuse…get your kiddo reading!

Five Finger Rule

 

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Cultivating a Critical Thinker

Teachers are familiar with Bloom’s taxonomy, as it’s our base for writing learning objectives, but for those of you who are not familiar, here is a quick synopsis:

Bloom’s taxonomy was originally created Benjamin Bloom for categorizing and classifying levels of intellectual learning that commonly occur in the classroom setting. Bloom’s taxonomy contains three overlapping domains: the cognitive, psychomotor, and affective. Within the cognitive domain Benjamin Bloom identified six levels that have become commonly known as Blooms Taxonomy.

The six levels of Bloom’s taxonomy, from lowest to highest, are: knowledge, comprehension, application, analysis, synthesis, and evaluation. These different levels of Bloom’s taxonomy have become an extremely useful guide for teachers in planning classroom lesson plans and classroom objectives. You can even find a list of verbs to help teachers design lesson plans in the Bloom’s Taxonomy Verb Chart located on this web site: http://www.teaching-tips-machine.com/blooms_taxonomy.htm   *source: http://adamwaxler.articlealley.com/what-is-blooms-taxonomy-18775.html

As parents, we strive to push our children to think critically in everyday situations, but forget to include this when guiding them in their homework.  Teachers and parents all understand the “get it done” factor of homework.  Incorporating an element of higher order thinking can definitely fall by the wayside.  However, discussing the reading your child has been doing  is a great way to cultivate your critical thinker.  But, what should you ask your child?  What should you talk about?

Today, I have attached an awesome resource that you can  share with your kiddo.  Simply print out the document and use the cards to ask your child questions or guide your discussion about the book he/she is reading.  Remember, Bloom’s has 6 levels,

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so challenge your child to think at various levels. Choose questions from each level and get chatting with your little Aristotle!

BloomsQuestionCardsFREEBIEBoomsTaxonomy copy

Book Reports Can Be Tough…Use a Graphic Organizer to Help Your Child

You and I may take our ability to write a quick synopsis for granted.  Think back to when you first started writing book reports, was it frustrating?  Many of you will answer, “Yes”!  Here’s why: you were an emerging reader when you started this skill.  Ponder this,  reading, sounding out words, rereading for fluency, and then trying to understand the plot of a story ?  Whew!  What a gnarly feat!  Thus, comes major frustration (from you and your child) when it comes to writing a summary or book report.

Here are some tips for avoiding this frustration all together: 

1. The books your kids are reading aren’t too long and typically a teacher gives the entire week to complete the book report.  Have your child read the book multiple times.  Once, to get a handle on the sight words and sounding out words.  Twice, for fluency.  Third, to comprehend the plot.  This can be stretched out over the course of a couple days.

2. Use a graphic organizer, like the one I attached below, to help your kiddo keep notes about the plot.  Initially, children start from the end of the story and work backwards.  Teachers sometimes use the method of “In the beginning…”, “In the middle…”, and “At the end of the story…” to help kids keep plot events in order.  I like the “Somebody, Wanted, But, So, Then” method a little better.  I feel like you can get more plot details from kids with this technique.  Then, the child can use the organizer to help write his/her retell (summary).

3.  At first, take the actual notes in the organizer for your kiddo. Then, have him/her write the retell.  Once he/she is more confident in his/her ability  to use the organizer, graduate him/her  to filling out the organizer by lonesome.

Remember, when your son/daughter comes home with a book report, stay calm and utilize this organizer.  Take it from me, its proven to be successful in the classroom!

How to RETELL a Story

 

 

End Homework Stress with the Homework Checklist

If your child’s teacher hasn’t already told you about at home checklists, this post should help you a lot.  Teachers use checklists in their classrooms to modify behavior.  In my own classroom, students were satisfied typically with the stickers I would use on their checklists, but sometimes they could earn extra reading time, a snack break, a walk down the hall (for those kiddos that just can’t stay still), and even lunch with me.  The main idea behind a checklist is to describe the specific behavior outcomes that are expected and to encourage discussion between the child and teacher/parent regarding  how the child did in each denoted category.

For example, if the category says, “I will lay out my homework and materials on my desk without being asked.” and the child needs a reminder to do so, this is discussed when the homework is completed.  A teacher/parent would say, “did you lay out your homework and materials on your desk without being asked?”  The child would then get a chance to self-assess how he/she did in this category.  If the objective was met, the child earns a check.  If not, the check is not awarded and he/she does not earn what is being worked for.  Finally, the the teacher/parent would go through each category until the child has self-assessed in each section.  These discussions are a critical piece because it allows the teacher/parent to help the child self-correct and know what specifically needs to be worked on in the future.

Before you get started, review these important keys to implementation:

1. Discuss, explain, and give examples of how the checklist works. Teachers model constantly in the classroom, so try it with your child at home.  The first few times you use this checklist, it will take more effort to explain as you go, but it will get easier.

2. Be consistent!  The rules are listed on the checklist I have attached.  You can add or modify as you see fit.  However, if you implement a rule and a rule is broken, the consequences must take place.  If not, you are teaching the child that rules don’t exist.  Rules exist all the time in the real world…isn’t this what you’re getting your child ready for!

3. Use the checklist all the time or at least very often.  This key goes back to consistency, if you commit the the checklist it will work.  You might need to tweak it based on the interests of your child, but if the expected outcomes are clear, you should be in the clear.

4. Give the child specific praise!  Remember, checklists are used for behavior modification.  Behaviors will change with time.  After every homework session, give the child specific praise of what they did well.  For example, say “You did a wonderful job of showing your work neatly on your math homework.  I can tell you want to produce quality work!”  Additionally, the discussion of each category, should allow the child visually see where improvement is needed.  However, if the undesired behavior continues, you may want to end each session by giving specific feedback about what you would like the child to work on in the next session.

Here is a checklist I created based on earning screen time.  Its a word document that you should be able to edit for your child.  If there is an issue opening it, just let me know.  I’d be happy to email one to you!

hwchecklist