Google for Education has become a popular and affordable way for school districts to give all their students access to file storage, productivity tools (through G Suite) and collaboration capabilities, using Chromebooks, tablets, or traditional desktop computers. But how can Google Docs be used to help students that struggle in writing, like those with specific learning disabilities in writing or spelling, or students with dysgraphia? And what can it do for students who struggle with attention and executive functioning, like students with ADHD or autism spectrum disorders?
My Experience with Google for Education
When my school converted all of us to Google Drive, there was resistance and skepticism from lots of the staff. People were comfortable with Microsoft Office, and did not want to learn a new system. But once we got it in the hands of the students, it was clear that it was an amazing tool for learning.
Elementary students quickly learned to share documents with each other and collaborate in real time. (Of course, they used their powers for good as well as evil, and I had to explain to several kids that there is a permanent record of whatever you put in an email or Google document, and that it is a school tool, and not personal or private.)
Kids who constantly lose their papers now have an un-lose-able record of their written work. And if you accidentally delete a document, or clear your page? IT’S NOT GONE!! You can revert to a previous version of a document, or recover it from the trash can. It has been a game-changer for the students I work with!
Supporting Struggling Writers Using Google Docs
For students who struggle with writing, a lot of the features embedded in Google Docs are great for providing accommodations or scaffolding their learning. Here are some of my favorite features of Google Drive (and Google Docs, Slides, and Sheets) as a teacher of students with learning disabilities and executive functioning challenges.
I either create a template for an assignment and share it with the students, or I have them share the document immediately when they create it, so I can check in while they work (and they can’t accidentally delete).
Who does it benefit: Students with ADHD can have frequent, subtle, check-ins without a teacher standing over them in the classroom. Students with auditory processing challenges or memory deficits get instructions in written form. Students with dysgraphia and other writing disabilities get a format to follow with features like a word bank or sentence stems, if needed.
Bonus: I get digital copies, instead of a pile of paper in my inbox!
Students can work at the same time on a shared document, on their own devices. Structured carefully, this type of assignment can engage more students simultaneously than other types of group work where I read, she records, and he presents our findings at the end of the class.
Who does it benefit: Students who need more processing time can benefit from starting with a silent work period, where everyone works on their own part of the document. Students who are easily distracted have less wait time and are more able to stay engaged in the lesson. Students with lower writing achievement have peer models in their group who are demonstrating how to tackle an assignment, both through group discussion and by typing in the shared document.
When I move the mouse cursor to the right margin of a document, a little comment icon pops up. When I click it, the line of text is highlighted, and I can type a comment. I use comments for revision suggestions. I find that when I give my comments in writing, students can reread them, reply to my comment, or make the change and click “Resolve” to make the comment go away. I can also write a lot more than I could with a pen in the margin of a draft. (Plus, my handwriting stinks, so typed comments are better for everyone!)
Who benefits?: Struggling writers of all kinds benefit from written feedback. Getting comments digitally means students can take as much time as they need and refer to the comments as they may corrections. I can also give feedback in real time from my own computer while students are writing. Students are able to revise their writing while it’s fresh in their minds.
Click “Add-Ons” in the menu at the top of Google docs, then click “Get Add-Ons” to see the library of tools available for mind-mapping, spelling and grammar support, document templates, and many more! Two of my favorites are:
–Change Case – This add-on lets you change the capitalization on a selection of text. You can choose “sentence case” which capitalizes just hte first word of each sentence, all capitals, all lowercase, or “title case,” which capitalizes the important words in a title. This is a great tool for students who don’t consistently capitalize while they are writing.
–Highlight Tool – With this add-on, you can create different colored highlighters and label them, then use them to highlight the text in your document. You can “collect highlights” at the end and gather all your highlighted bits into one table. I use this to help students revise their work as well as to choose examples in text they are reading. For example, they can highlight all their topic sentences in green, and visually make sure that each paragraph is well structured.
Google Docs has voice recognition (called Voice Typing) available to anyone with a microphone using the Chrome browser on a Chromebook or computer. You speak your sentences (and a variety of punctuation and formatting commands) and they appear on the screen. Students need practice and support to use this feature effectively, but it has been a huge benefit to my students with poor spelling or with executive functioning weaknesses.
This is not a native feature of Google Docs, but there are a range of free Chrome extensions that will read your writing to you. Select and Speak is my favorite, right now.
Read and Write for Google, by TextHelp, is another amazing suite of tools that works with Google Drive. It is available with a paid subscription. In addition to text-to-speech, it offers word prediction, and a range of tools for highlighting and extracting notes, and developing vocabulary lists. At the time of this writing, it is being offered free to teachers who register using their school email addresses.
With all the free tools available as part of Google Docs, it’s a great starting point for students who need writing support. It is an easy way to introduce assistive technology for students with poor handwriting, dysgraphia, specific learning disabilities in reading or writing, or ADHD or other executive functioning deficits.
If your child needs help getting started with assistive technology, or developing his or her writing skills, contact me for a free 30-minute tutoring consultation.
Reading with your kids has immense benefits. One of the biggest predictors of reading success is the amount of reading a child does. That means building fun, positive reading habits can help your child learn to read and have lifelong benefits.
Listening to beginning readers can be a challenge, though. They get distracted. They beg for help. They make mistakes.
You want to help, but maybe you’re not sure how.
When you are reading with your child and they make a mistake, what’s the best way to address it?
Often, I hear adults telling kids who get stuck on a word to “sound it out.” While that advice isn’t wrong, it’s kind of like telling a baby who wants to cross the room to “stand up and walk with your feet.” It is accurate advice but not helpful.
When a child makes a reading mistake or gets stuck on a word, it’s because something has gone wrong with “sounding it out.” They need some specific feedback and suggestions to get back on track.
Here are some things you can say to help your child learn to read when she or he makes a mistake while reading
“I heard you say __. Did that make sense?”
Sometimes just drawing a child’s attention to the mistake is enough to cue them to fix it. Focusing on reading to get meaning from the text will help your child learn to read purposefully.
What are the letters in that word?
Draw attention to a specific part of the word, like the first letter or the vowel, where they made a mistake. Getting a child to name the letters before trying the word again makes it less likely that they will guess.
What sound does that letter make?
This is a reminder young readers might need, especially for vowel sounds. They often mix up the sounds of e and i, or o and u. Drawing their attention to the vowel (and making sure they actually know the correct sound) helps them correct vowel errors. You can help your child learn to read by making sure that they are using accurate letter-sound relationships.
Let’s tap out the sounds in the word.
Use this technique if you hear the child leaving out sounds in a word (like saying cop for crop) or substituting sounds (like saying said for sat). This is what most people are thinking when they say, “sound it out.” Adding the step of tapping each finger to her thumb, or moving a block or penny on the table for each sound, helps a child focus on each sound and avoid leaving anything out.
What would make sense here?
This question can help when the word in the sentence isn’t familiar. For example, if the sentence said, “When I heard the noise outside the tent, I was petrified,” the child might be able to predict that the speaker would feel scared. Depending on their reading skills, you might have to tell the child that the word is pronounced “petrified.” But figuring out the meaning is the other half of the equation.
This is a good question to ask students beginning in about second grade. Separating an ending like -ing or -es from the word, or a prefix like un- or re- helps with both pronunciation and meaning.
That word is __.
Sometimes it just makes sense to tell a child the word they missed. If it’s something they haven’t learned to sound out, especially a non-English word (tamale) or a proper noun (Cincinnati or Lincoln). Telling them the word might be the quickest way to get the back into the story. Don’t overuse this tip, though. It can undermine a child’s confidence if someone gives them the answer every time they are unsure.
When a child has left out words or made multiple mistakes in a sentence, the whole thing might not make sense. Encourage him to point to the words as he reads them to make sure nothing is left out.
All these steps might seem like a lot to take in. The idea of coaching your child through everything he or she reads might sound daunting and exhausting. Don’t let it scare you off, though. Any reading you do with your child is an investment in his or her future as a reader. And using any of these tips, even if you pick a few and use them sometimes, can help boost your child’s reading achievement!
One of the biggest factors that causes students in middle and high school to struggle in school is lack of organization. No matter how smart and capable a student is, it’s very hard to get good grades if they are disorganized. They lose papers, forget assignments, or turn in projects with missing details.
But how much time have your child’s teachers spent teaching him or her how to organize themselves? Sure, lots of teachers require things like outlines and study guides, or folders in specific colors, but that doesn’t mean the approach they teach will work for your child. I spent years quickly writing my papers, then reverse-engineering the outlines because I just don’t plan my writing well by using an outline, but it was required.
As I got older, I developed a system that worked for me of making lists, using a planner, and scheduling my work. I used paper for a long time, then switched to Evernote, which I liked because it could sync between my computer and my phone. I kept trying other apps, but never found the perfect one.
A couple years ago, I discovered Google Keep. It’s everything I need, and I think it’s perfect for my students, too!
Here are some reasons to give it a try.
If you are logged into your Google account, you are logged in to Google Keep. No additional passwords, and no remembering to check the list because your reminders pop up in your browser or you can get push notifications sent to your phone.
I love the visual display, which looks like an array of Post-it notes. You can color code notes for home, school and work or for each of your classes. Add bullets or numbering to your list. Drag and drop notes or pin them to the top of the page to keep them front and center in your attention.
Checkboxes are the feature I use most in Google Keep. With one tap, it’s easy to change a list of steps into an organized checklist. Drag and drop items into the order you want to work on them. Copy and paste a list from a website or document, then click “add checkboxes” to turn it in to a list.
As with Google Drive, you can share a note in Keep with another Google user. This is great for parents who want to share a list of chores or a group working on a project.
Set a reminder to study for the test every day at 7 pm. On Sundays at 4, get reminded to pack your backpack. Put in a note to remind you when you are home to find a baby picture for the yearbook.
Set a reminder to check your grades 2 weeks before the end of the quarter. Then archive the note to get it out of sight until you need it. When you finish a project, archive or delete the note so it doesn’t clutter up your list.
All of these features make Google Keep easy to use and convenient. It’s a great choice for helping students get organized, and it’s freely available as part of a Google account, so why not try it?
Does your child need some extra help getting organized for school? Are they having trouble finishing projects, getting poor test grades? Maybe it’s time for a tutor. Contact me today for a free consultation.
I’ve always been a list-maker. I used a paper-based system for years, and I would keep a running list on scrap paper or in my planner. But when I got out of college and stopped going everywhere with my backpack, I started leaving my lists behind. So I have turned to digital systems for to-do lists to help me stay organized. After trying Evernote for a few years and using the notes feature of an iPad and a few different cell phones, I was really excited to learn about Google Keep. I have started using Google Keep to help my students plan projects and keep schoolwork organized. Here are some of my favorite features.
Using Google Keep at Home
I keep a running grocery list. I use the share feature to share the list with my husband. The list has check boxes so I can check off items I bought and uncheck them when we need them again. Once a week, the reminder feature tells me I need to plan my shopping for the coming week.
Google keep is great for this because it syncs between all my devices. If I am sitting at my desk planning meals for the week, I can pull up the list on my laptop. Then I can use my phone to look at it while I shop and check off items as they go into the cart. When I find an unusual item or a terrific price, I take a photo and attach it to the list so I don’t forget.
I have a plan of recurring menus that my family likes, that are quick enough to prepare on weeknights. It’s not a perfect system but it gets us fed. One of the tools I use is a weekly to-do list that pops up on Google Keep. For example, if I’m serving tacos this week, Google Keep has a list of all the advance prep steps that I would do the weekend before: chop the peppers, grate the cheese, check the pantry for salsa, etc. I have a reminder set for that list every two weeks, because that is how often I have tacos on the menu. I archive the note when I’m done with the chores and don’t see it again until the following week, when it’s time to prep again.
I have a recurring reminder for seasonal chores like changing the smoke alarm batteries, switching out everyone’s toothbrushes, and calling to get the boiler maintained every year. They are not items I put on my calendar, because they can be done somewhat flexibly. Also, I don’t want to flip ahead 6 months to find out when daylight savings begins before I can put an event on the calendar for changing the batteries. So it pops up once every 6 months around the week of the time change and I just leave it up on my Keep to-do list until I take care of it.
Holiday and Seasonal Shopping and Activities
I have a holiday gift list, a list of fun things to do this summer, and a list of new clothes my son needs. For example, when I realize he is outgrowing three pairs of pants, I put pants on the list and pick some up next time I see a good sale. This prevents me from buying things I don’t need, because I’m trying to shop from memory. It also stops me from standing panicked in the middle of the mall in December trying to remember the great gift idea I had for my father.
Knitting Pattern Notes
I love knitting and crocheting, but I don’t often have time to work on my projects. I tend to forget where I am on a project and it takes me forever to look at the piece, read through the directions, and get oriented. When I’m knitting a complicated pattern, I paste the row by row instructions into a note in Google Keep and I add checkboxes. Then, as I knit, I can check off each completed row with a quick gesture. No fumbling for a pen or shuffling index cards, which was the system my grandma taught me as a kid for keeping track of pattern repeats.
I have a list that pops up every Saturday morning, early. (Too early, but I have to get started before my family wakes up and the fun starts.) It has all the things that perpetually need doing, like sweeping and mopping the floors, washing sheets and folding a staggering amount of laundry.
To those regular items, I add any special errands or chores that I want to do in a given weekend. A checklist gives me accountability and a sense of satisfaction when I check off items.
Distracting my Toddler
Last but not least, Google Keep is a great tool to hand my son when we are waiting for dinner in a restaurant. I can pin the app open, so he can’t get out of it, and open up the drawing feature in a new note. He quickly learned to choose different types of markers and highlighters and to change the color. Sometimes he draws faces, other times he just scribbles and experiments with color. Either way, he is proud to show us his picture, and I never have to pick up crayons that have rolled across the floor. When he gets older, I’m excited to teach him to play tic-tac-toe on the screen, too.
Using Google Keep at Work
When I talk to a parent interested in tutoring for her child, I open Google Keep on my laptop while we are on the phone. I jot down any information I get about the student and family. A recent set of notes includes test scores, favorite books, names of siblings and pets.
Then I add to the note anything I want to cover in our first session, like stories we might read or assessments I want to use. During or after the meeting, I can jot down test results and observations. It helps me remember the details about new students, especially in a season when I am meeting a lot of families.
I have another note, with a weekly reminder, that prompts me to check in on my goals. Am I posting on social media as much as I planned? Have I designed the flyer I want to share with parents? Am I meeting my scheduling goals for this blog? What was that YouTube video I wanted to add?
That reminder means that I can’t ignore those goals for weeks at a time. Every time it pops up, even if I don’t have time to sit down and address those items, it refreshes my memory about what I should be doing. Google Keep helps me keep my eye on the prize!
Drafting Blog Posts
Since my list of blog topics is on Google Keep, it makes sense that I often start blog post drafts there, as well. When I’m out of the house and have a couple of minutes, it’s quick to open up Google Keep, start a new note, and outline the post I want to write next. By long-pressing on the note, I can choose the option to “Copy to Google Docs” and move the blog post over when I’m ready to format and finalize the post. I can also open the Keep note on my computer and paste it right into the blog post editor on my website. Google Keep is a flexible tool that gives me a lot of options for quickly starting my writing. For some reason, it’s a lot less intimidating to sit in front of a little note screen, designed for quick things like grocery lists, than a stark, blank document on my computer. It makes it seem like no big deal to just jot down a few ideas.
When a tool has as many uses as Google Keep does, it’s no wonder it has a place of honor on the favorites tray of my cell phone. It’s right there with the camera and my text messages. I have my personal account and my professional account linked to my phone, which lets me access either set of notes with just a couple taps. Between the checklist function, bulleted lists, sharing, photos, and drawing, Google Keep is an all-purpose tool that should be in anyone’s productivity suite.
Come back soon to read how I teach students to use Google Keep to organize their school work and avoid forgetting what they need to do.
Although some researchers question the usefulness of homework, it is still a standard practice in most schools to assign some work for students to do after class. This can vary from independent reading to elaborate projects that involve multiple trips to the craft store. My philosophy on homework is that it should be minimal and that it should be reinforcement and extra practice of things that the child has already learned in class. That means if they did not master the concept in class, they shouldn’t be expected to spend hours learning it at home, especially in elementary school.
That also means that in a perfect world, teachers should be assigning homework that students can mostly do on their own. As a parent, you can help your child succeed by creating a space and time in your home where he or she can do homework to the best of his or her ability. You can also check their work to make sure they have put in their best effort and not made any obvious, careless mistakes. However, I believe that if homework is taking a lot of parental effort every night, something is wrong. Be sure to communicate with your child’s teacher if the homework seems extremely difficult or if your child doesn’t seem able to complete it. It could be a sign of a more serious problem.
Here are some ideas for creating a homework-friendly environment in your home, no matter how old your child is.
Homework in Elementary School: Laying the Foundations for Success
These are the years that children are building their homework habits, so it’s very important to help them develop a positive attitude towards the work they have to do. And investment in good habits now will make the homework process go more smoothly for years to come.
Make sure your child is ready to work before you sit down to do homework. Younger children may come home from school hungry, tired, or just fidgety from being in their chairs all day. Follow your child’s cues to determine whether they need a play break when they first get home, or maybe a snack. Some children, on the other hand, do their best work right after school when they’re still in “learning mode.” Develop a schedule that works best for your child’s energy level.
The younger children most likely need a parent in the room or even at the table with them to read directions, redirect them if they get distracted, and give them praise and encouragement. As your kids get more familiar with the homework routine, try to set short independent goals, like asking them to copy their spelling words onto the paper while you load the dishwasher. Be sure to give them lots of praise for their independent work when you check in a few minutes.
Young learners can be distracted by a TV on in the house, other children playing while they’re trying to work, or just the stories or worries going on in their own brains. Set up homework in a quiet part of the house where your child is unlikely to be distracted by family members or other excitement. Gently redirect your child to the homework task when they become distracted it try to change the subject or tell a story. You are trying to help them learn to redirect their own attention. This skill, part of executive functioning, is essential for managing attention and keeping themselves motivated as they get older.
Have the right tools available. The type of homework your child brings home will vary, but helpful tools to have on hand are:
Pencils, a sharpener, and erasers
Crayons or colored pencils
Lined paper that’s appropriate for the size of their handwriting
For math, a ruler, graph paper, object like coins or small blocks that they can count and used to help them solve problems
Children this age are likely to complain if you try to tell them something that is different from the way their teacher taught it. However, they’re also likely to need help doing the work. Your child’s teacher will likely share resources for homework at the beginning of the school year for along with the homework paper. If he or she does not give you the information you need, ask whether the school district or textbook they use has a website with parent information. There are often videos and demos that you can use to learn how to help your child.
How Much Time?
It won’t be productive for your young child to spend too much time at one sitting in front of their homework. If you notice your child getting fatigued or distracted, and you find it’s too hard to get them back to work, it might just be time for a break. Try splitting homework time up between after school, evening, and the morning before school, if needed. Some parents report that homework that might take an hour in the afternoon takes just 10 or 15 minutes first thing in the morning.
Homework is pretty common by the time students are in second grade. They are likely to have math practice, spelling or vocabulary work, and maybe an independent reading assignment. Many elementary teachers stick to a predictable weekly routine for homework, which means you can usually do the same at home. Here are some tips for helping your elementary students get their homework done.
Prepare to work
Just like the younger children discussed above, older elementary students might also need a break after school or snack to help them get ready to sit down and do their homework. However, by this age, they should be able to communicate to you how they’re feeling and help you strategize about what they need to get ready to work. That doesn’t mean they should do whatever they want before they start their homework. Come up with a reasonable plan by working with your child that might give them a short time to play followed by homework, followed by the reward of more time to do their favorite activities.
As children move through elementary school, they develop more independence and more responsibility for completing their work. By third grade, students should be able to complete a simple assignment such as questions about a story or a math worksheet without direct help from the parent. they may still need you close by. Many elementary students are not ready to work on their homework all alone in their room, and may do better at the kitchen table or another public part of the house where an adult is available if needed.
While older children might be able to manage their attention a little bit better than they could a year or two ago, they are still likely to be distracted by the TV computer or cell phone in their work environment. If you are supervising homework, it’s a great idea to make this a no screens time for yourself as well. That ensures that you were available to help your child, as needed, and keeps your child from being distracted by your device.
Having the Right Tools
Children should be bringing home any tools that are specific to their assignment, like multiplication charts or science notebooks that have the information they need to refer to. It’s still great to have a set of household homework tools, though, which will keep your child from rummaging through the house for the things she needs to complete an assignment.
Pencils, pens, erasers, sharpeners
Lined paper, blank drawing paper, and graph paper
A calculator if your child works with one in math
Ruler, protractor, and other math tools needed for their curriculum
Highlighters, glue sticks, colored pencils, markers, and crayons
Parent knowledge/resources: Many schools or textbook publishers have online resources like videos to refresh your child’s memory about a concept or skill. If the teacher has a class website, make sure to check it for homework reminders or tips and strategies.
How Long Will It Take?
The amount of homework assigned increases from year to year throughout Elementary School, with schools often following the recommendation that students should have 10 minutes of homework per grade. That means first graders would have 10 minutes of homework while 5th graders might have 50. However, students are very different from each other, so homework that takes one child 15 minutes might take another child an hour. Be mindful of time of day when scheduling your child’s homework, and be willing to intervene if you find that the homework is taking too long. It doesn’t benefit your child to struggle alone over an assignment they don’t understand, and it certainly doesn’t help them if you give in and leave them through it step-by-step. If they are struggling with an assignment, encourage them to try their best and help them communicate with their teacher to explain where they got stuck.
Homework in Middle School: Increasing Independence
By 6 or 7th grade your student should be able to complete their assigned homework independently. But that doesn’t mean you’re off the hook! As a parent you can continue to give them appropriate setting to work on their homework and to monitor to make sure they are doing what needs to be done and that they understand the material. By this time in their school career kids are finding the teachers grade many of their independent homework assignments. That’s why it becomes extra important that you not hover over them and that you don’t help with the work itself. Teachers are using homework to measure what students learned in class and how independently they can apply it.
Some other things middle schoolers need for homework:
The same kinds of tools that they did when they were younger: pencils, pens, highlighters, markers and scissors.
Middle schoolers are more likely to need an internet connection to complete their homework, either to read an assignment or to do research. Many teachers use online format for studying, practicing math skills, and turning in assignments. The stayfocusd extension for Google Chrome is a free tool that prevents users from going to certain blocked sites (chosen by you) too much, or within certain hours of the day.
Accountability with Independence
Monitor your middle schooler and make sure they are using their access productively, and not just texting their friends. Help them manage their time to make sure they can get done all parts of the assignment in the time they have.
Help to Plan
Middle School also tends to be a time of longer, independent projects. Help your middle schooler break down the project into all of its steps and develop a timeline for completing it that doesn’t have them staying up all night the night before it’s due!
Someone to Manage the Schedule
Keep a family calendar that includes family events, sports commitments, and other activities that will keep your student busy in the coming days and weeks. Refer to it when the student is planning a project or preparing to study for a big test.
A Place To Work
Middle schoolers are often trying to gain more independence and would prefer to do their homework in their room or in another location where they have more privacy. For most kids this is a good choice, but you know your child best. If you feel they’re not ready to work without direct supervision, set a policy that homework gets done in the kitchen or dining room.
Consider getting a portable box or caddy that holds all of the homework tools so your child can choose to work flexibly, such as using the floor for a big poster or doing long reading assignments in their quiet bedrooms.
High School Homework: Supporting an Independent Learner
By high school, your student will be almost completely independent with doing their homework. But your job’s not done yet! As classes require more homework and more long-term projects, students will probably need more help with the planning and scheduling of their homework. Continue to use a family calendar like the one recommended for middle schoolers and continue to talk to your child about their upcoming deadlines. Helping them keep these assignments in mind means that they are less likely to forget something and less likely to leave it until the last minute.
Besides having more homework in high school students are also more likely to have in depth, detailed assignments. They are less likely to have simple worksheets. Help your child learn to set reasonable expectations for how long a piece of homework will take to avoid staying up way past bedtime trying to finish an assignment that is taking longer than expected. Another way to help your child finish his or her homework efficiently is to make sure they have a range of study and reading strategies that are appropriate for the material there being asked to work with. Often, these strategies are taught as part of academic classes. If your child class is not teaching the difference between skimming and close reading, or different tools for note taking while reading, you might want to seek out a study skills class or some tutoring for your child. These strategies are essential tools that he or she will need to succeed in high school and Beyond. Some students are able to come up with strategies of their own and put them to work while others need to be explicitly taught how to do these different kinds of reading.
Helping When You Don’t Feel Like an Expert
It’s tempting to take a hands-off approach to high school homework because your child is likely to be studying material that you haven’t looked at in years, if you ever studied it at all. However, you don’t have to be an expert in the content to help your child study or complete their work. Offer to quiz your child on material for a test using the questions at the end of the chapter or the study guide they’ve been given. Invite your child to talk through their understanding of a complex concept. Even if you don’t know enough to tell them whether they are right or wrong, hearing themselves explain the concept will help them to identify any gaps in their understanding.
Keeping Them Organized
One final and very important step that parents can take to help their high school students succeed is to help them keep their materials organized. For some students, that just means getting them some supplies like appropriate binders and notebooks and some kind of file box or accordion file for work that does not need to be kept in the binder but should be stored for future reference. Other students need a more Hands-On approach to organization. If your child needs it, make sure to sit down with them periodically, once a week once a month or once a quarter, to go through all of the papers in their binder. Make sure that they are filed with the correct class materials, that old papers are cleaned out and either thrown away or filed, and that work is dated and put in order so that assignments are easy to find. Even good, responsible student fall into the Trap of cramming papers in a folder or binder thinking that they will remember where they put them or that they will clean it up later. By giving your child time space and encouragement to organize their materials, you are helping them build good habits.
Finding Time for Sleep
Beyond helping your child organize and complete their homework, it is important that parents promote sleep for high school students. Successful students are often very busy with sports, activities, classes, and social engagements. Sleep often takes a backseat to all of these more exciting activities. But research shows that when teenagers don’t get enough sleep, their academic performance and their mental health are impacted. Consider household rules like keeping cell phones out of bedrooms or setting a lights-out time for homework activities. It might not be easy for your child to fit everything in earlier in the evening, but it is important to prioritize their sleep and health!
So why should you put so much energy and effort into getting homework done, when your name isn’t even going on the paper?
Although it’s still a hotly contested topic, homework is here to stay. Unless your child attends a school that does not assign much (or any) homework, these assignments will be part of your life for years to come. Creating good homework habits as early as you can will help your child succeed and reduce the stress in your home in those precious hours when you are all home together!
If homework is overwhelming at your house, consider finding a tutor. Contact me at readingwritingtutor.com for a free 30-minute consultation and find out if online or in-person tutoring is the right way to help your child succeed!
We live in an exciting, fast-paced, colorful world. On your next trip to the grocery store, take a moment to drink in all the vibrant hues that companies use to catch your attention and get your shopping dollars. Notice how quickly your eyes can tell the difference between the bright yellow Cheerios box and the blue of Frosted Flakes. Are you taking full advantage of your brain’s response to color in your organizational systems?
Below are five ways to integrate color into your organizational system for school materials. Try one at a time in the least organized area of your school life, or go nuts and spend the weekend putting together a comprehensive color system that makes you feel organized and prepared for the challenges ahead!
Does it matter what colors you pick? Nope. Choose colors that make sense to you, or that make you feel good about what you’re doing. For example, I tend to make science stuff green because it makes me think of nature. In my personal folders, writing stuff goes in purple, since it’s my favorite color, and I want to do more writing. I’m hoping my brain will tell me how much I want to write when I see those pretty purple materials, or see writing time blocked out on my calendar in purple pen. Do whatever makes sense to you, but do it, and stick with it to see results!
1. Coordinate your class materials
Give each class in your schedule a color, like pink for math, green for science, etc. Match your notebook, binder, and folder for that class. This can take some setup at the beginning of the year, since it’s not always easy to find the colors you want for each type of supply.
*Tip: when you find the colors you need, stock up! Those pocket folders and one-subject notebooks won’t last all year.
*In a pinch: if you can’t find the colors you want, use a neutral one like black or white and decorate it with markers or colored yard sale sticky dots. This can help when you have the right binder and folder, but you’re down to the last few notebooks in the county.
2. Match your Google Drive folders
This has been a game-changer for me. Between my own classes, material for my students, and my own projects, I have A LOT of folders in my Google Drive. Assigning a color to the frequently used or super important ones makes them jump out at me. Use the same colors as you do for your physical class materials to make things easier to find.
3. Code Your Papers
When you are picking out colored school supplies, grab a set of colored pens, pencils or highlighters, too. When a teacher passes out paper, grab the matching pen for the class and write today’s date in the corner in color. This is especially important if you don’t have a chance to hole-punch papers during the school day, or if you tend to let papers pile up somewhere.
*Bonus points- next to the date, write a verb that reminds you what to do with the paper, like study, file, answer, or get signed. That extra info will save you time when you deal with those papers at homework time.
4. Make your Planner Pop
Remember those colored pens you’ve been using to date your classwork? Put them to work in your planner or agenda book, too. Use the assigned color to write down homework for each class. Have some extra colors? Use one for sports, after school activities, family stuff, or appointments. Or have a special color for tests quizzes, or friends’ birthdays.
*Tip: Use colors for whatever is most important to you, but don’t go too crazy. If you make the system too complicated, you might avoid writing in your planner altogether.
All these systems take a little time to set up, but the payoff is huge! Spend a little time before school starts, or some Saturday afternoons, getting all your materials organized, then relax and enjoy knowing that all your stuff is where it belongs!
If your child needs help getting or staying organized, a tutor can help. Email me at email@example.com to schedule a 30-minute free consultation.
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A couple months ago, I noticed that a hobby shop in my area that specializes in remote control cars had a hand-painted sign out front: “We Have Fidget Spinner Toys!”
I thought, “How great! What a boon for parents of kids with ADHD or anxiety! They’ll be able to find what they need locally, instead of ordering fidgets from catalogues.” Then I thought, “Fidgets are going mainstream! Kids with autism and ADHD are going to look cool!”
Teachers I know started confiscating them. Kids started fighting over them and stealing them from each other. Schools started banning them, and kids started figuring out how to sneak them into school.
In short, fidget spinners have followed the trajectory of any other elementary school fad, from Silly Bandz to Beyblades to POGs in the 90s. I’m sure it was the same with marbles back when they were the thing.
But is that all they are? Do fidget spinners really benefit kids or are they just toys?
The idea behind fidgets is this: some kids – heck, some people, because adults do it, too – concentrate better on work when their hands are busy with something else. For years, my occupational therapist and teacher colleagues have been building in creative, age-appropriate ways for kids to fidget. We have recommended strategies for kids with autism, ADHD, anxiety, and disruptive behaviors. In grad school, I had a professor who passed a basket of fidgets around to us at the beginning of each 3-hour class.
From second grade on, my students seem to really enjoy having something in their hands while they are working hard. Most first graders and kindergartners find it too distracting, so far.
My introduction goes like this: “These are fidgets. Some people find it easier to concentrate on their reading or listening if they have something to keep their hands busy. So pick one out that you want to try. But remember: your job is to [lesson we are about to do]. If your fidget distracts you from [lesson], it might not be the right fidget for you today. We might decide to put them away if they are distracting.” I give the same introduction to second graders as I do to middle schoolers.
My students learn to ask, “Is this a good day to get a fidget?” and “Can I put this back? I’m distracted.”
They learn to accept, “That fidget is distracting both of us because it keeps rolling away. Please put it away, and try a different one tomorrow.”
I am 100% in favor of fidgets. I use them myself, and my students benefit from them.
But I have concerns about the explosion of fidget spinners. They’ve become a status symbol, like the fads I mentioned above. Kids are trading them and collecting them instead of using them quietly .
I am sure that the excitement will fizzle out soon. I just hope that teachers don’t get so fed up with fidgets that the kids who find them helpful aren’t allowed to use them when the excitement dies down.
What else works as a fidget?
In my master’s program, I took a behavior class. We were asked to pick a behavior of our own, develop a plan to reduce it, and collect the data. I had this Puzzle Ring, made of four interlocking silver rings. I wore it every day, and dozens of times a day, I found myself taking it apart, spreading the pieces out along my finger, and putting it back together. I was having the worst time decreasing this behavior, until one day, I was playing with it in the car. It slipped down between the seat an the center console, and I never saw it again! My behavior dropped to zero instances a day! I shaped my behavior! Sort of…
But I replaced that fidget with another. My favorite pens are the best because they come apart in five places. It gives me plenty to do in a staff meeting. Plus they write beautifully.
And this is the essence of a good fidget: It is functional (I can write with it, and it doesn’t distract others). It helps me think (When I’m busy with my pen, I’m listening instead of wandering around in my email). And it doesn’t distract the people around me, because we all have pens. And at the end of the day, no one notices that I need it to get my job done.
So do fidget spinners serve that purpose for your kids? Or is it time to look for something different?
How many different ways can you suggest, beg, cajole, or nag to get your kids to pick up a book this summer? We know summer reading is important because it helps student avoid “the summer slide” and maintain the skills they gain during the school year.
Whether your child’s school assigned summer reading books with a book report, gave a recommended list, or just said, “Make sure you read!” the burden of making them read falls to you.
For kids in the middle grades, getting them to read one hour a day, and at least 11 books a year, raises their reading achievement. But external reinforcers, like prizes, can backfire by sending kids the message that reading is so boring or unimportant that no one would do it unless they got something out of the deal.
The same study showed that reading-related rewards improve the self-concept of middle grades readers who earn them.
So how do you get your kids to read this summer without driving them (and especially yourself) crazy? Try making a game out of it.
My FREE Summer Reading Bingo board has 24 reading-related activities that give kids ideas for where to read, what to read, when to read, and who to read with. Offer your kids a new book for scoring a bingo, or just foster a little friendly competition in the family. Either way, this game gets your child thinking about reading, and sometimes that’s half the battle.
Subscribe to my email list, below, to get your copy of the Summer Reading Bingo board (by email), as well as emails about blog updates and other tutoring news.
Voice recognition, or speech-to-text, technology on my smartphone may be the feature I use most. That includes the Facebook and weather apps. That’s because I’m not terrific at typing on the small on-screen keyboard, especially when I’m doing other things, like walking from the car to the store, or stirring a pot of soup. It’s a convenient technology for many users, but for users with disabilities, it can make a huge difference in the quantity and quality of their written work.
For years, using speech-to-text meant training Dragon Naturally Speaking or another program to recognize your voice. This was a time-consuming process that was difficult for poor readers (who couldn’t read the text they were supposed to use for training), individuals with unclear speech, and people with short attention spans or limited stamina for work. But now, Google Voice Typing is available within Google Docs, on any computer with a microphone. It doesn’t require any training, and you can start almost instantly!
Who can benefit?
Me, for one. When my son was an infant, I often used Voice Typing to write short compositions for the class I was taking while he slept in my arms.
I know a few adults (including at least one with ADD) who use it to overcome the barrier of getting their ideas from their mind onto the screen. I’ve recommended it to my dad, who is a novelist and also a two-finger typist.
And it’s great for kids, too. I know a few fourth, fifth and sixth graders with learning disabilities using it regularly. I’ve even tried it with kids as young as first grade, with mixed results. For some, it was too distracting and frustrating, but others took off with it after a little practice.
Open Google Docs in the Chrome browser on any computer or Chromebook.
Make sure a microphone is attached/installed. This can be the device’s internal microphone, or one you plug in to the microphone port. You can use something simple and cheap, like a cell phone headset, or a fancy noise-cancelling microphone.
In the Tools menu, click “Voice Typing”
4. The microphone icon pops up on the left-hand side of your document. 5. The first time you click on the microphone, Google Docs will ask for your permission to access the microphone. You must click “Allow” to continue.
6. When the microphone has been activated, the icon looks like the image on the left. As you speak, you will be able to see that it is picking up your voice (on the right).
7. It may take a moment, but the words will start to appear on the screen. If you get an error message saying the microphone doesn’t hear your voice, or if the icon stops moving while you are talking, click the microphone off and on again to reactivate it.
That’s it! You are Voice Typing!
What are the pitfalls?
Background noise: Your accuracy may be lower in a noisy room, or the microphone may pick up the speech of those around you. This happens a lot when I am coaching a student as they learn Voice Typing. As I say, “Now start speaking your sentence,” they hit the microphone button, and we have to stop and backspace because the screen has some mix of my directions and their composition.
Wrong word errors: Voice Typing seems to use context to understand your words. That means if you speak…one…word…at…a…time, your accuracy won’t be as good as if…you speak in phrases…but a little slower…than your natural speech. Sometimes, if you’re not monitoring while you write, you might get to the end of a paragraph or page and find so many errors that you can’t tell what you meant.
Random capitalization: Voice Typing knows the basics: capital letter for the beginning of sentences or proper nouns. Sometimes if you try too hard to emphasize a word to get the microphone to pick it up, Google decides it Must be important and Gives it Capital Letters. These random capitals need to be fixed in the editing process.
Voice commands: Voice Typing understands a range of voice commands, including punctuation (question mark), formatting (new line), and many other more sophisticated ones. Unfortunately, it doesn’t seem to have a voice command for quotation marks, which is a barrier for students writing fiction or narratives.
What are the alternatives?
There is built in speech recognition in Android and iOS devices. Newer versions of Windows (beginning with Windows 7, at least) have speech recognition capability. There are commercial apps and software, like Dragon NaturallySpeaking. The right choice for you will depend on exactly what you plan to use it for, and what your preference for device and work environment is.
My recommendation is to start with something free, like the voice recognition that comes with your device, or with Google Docs. For many users, this gives the features they need. Heavy users of speech-to-text technology, or those with specialized needs due to industry-specific vocabulary (like scientists, for example) might need to pay for a program to get the functions they need.
How about those people whose kids just taught themselves to read? I saw a Facebook comment recently (because my vice is reading the comments on articles, even though I know I’ll end up angry) where a mom announced she simply “read to her kids and labeled everything in the house and the kids were reading by age 4.” Therefore, she concluded, what’s all the fuss about teaching reading? Clearly, all the other parents in the world just weren’t labeling enough things around their home.
Although U.S. elementary schools teach the nuts and bolts of reading beginning in kindergarten, and wrapping up, give or take, in third grade, kids don’t always move through the stages at the same pace. Public schools base their teaching on the belief that six is the ideal age to learn reading, but maybe that’s not true. In this article in Today’s Parent, Susan Goldberg talks about kids (some home-schooled) who learned to read anywhere between the ages of 4 and 9. And in almost all those anecdotes, they ended up successful readers who learned easily when they were ready. On the other hand, one turned out to have dyslexia. The real risk for a slowly-developing reader in a traditional classroom is that they will fall behind their classmates if they can’t read the material in class.
The wait-and-see attitude seems risky. Growing up a poor reader can have serious consequences for education, employment, and even health. By fourth grade, teachers have stopped teaching how to read, and are expecting students to use their reading skills to learn new information. That makes it much harder to catch up.
So if you are concerned about your child’s reading, don’t just wait patiently. Talk to her teachers. Listen to what they are doing in class, and find out what else can be done. Consider requesting testing for learning disabilities if your child is getting good instruction and not making progress.
In the meantime, what can we do at home, besides reading regularly?
Sight word practice – Some kids do well with flashcards, but others need more in depth practice. Try pouring some salt in a shallow pan and having them write out the sight words, or write them with a stick in the sandbox, to help them make the connection between the shape of the letters and the word they make up.
Authentic writing activities – Some kids just aren’t interested in learning to read or write when reading instruction starts and they need to see what’s in it for them. One thing that helps is letting them see you write. Send postcards to friends, make a shopping list for their favorite meal, write a story about your last trip to the park and let them illustrate it.
Reading with a purpose – Another way to get kids engaged in learning to read is to move beyond the early reading books and have them read something important to them. Show them how to read recipes, or instructions for a science experiment. Hand them driving directions to their favorite places. Have family members send you texts and emails for your child.
These strategies are no substitute for good reading instruction. But if you pick activities that help your child feel confident and interested in learning, you can do wonders for their motivation and make that good reading instruction more effective.