How to Handle Dawdling

Effective solutions for this common behavior problem among school-age children

By Katherine Lee

One of the most frustrating but common child behavior problems is dawdling. Some children may be more naturally inclined to dawdle more than others; but most parents know the exasperating feeling of having a child continue to play or engage in another activity and seemingly ignore something they repeatedly asked her to do.

The good news is that there are ways you can manage this irritating behavior and help your child learn to move things along. Here’s how:

• Understand why kids dawdle.

  What may seem like a child ignoring your requests to, say, put away his toys or wash his hands for dinner is most likely a result of his being focused on an activity. This inability to transition from one activity to another easily is very common among young children, who lack the self-regulation and discipline to leave something they are engrossed in and go on to something else.

  Dawdling may also be the result of personality. Some kids are naturally more inclined to daydream, and may be easily distracted by something else while, say, brushing her teeth or cleaning her room.

• Consider what changes may account for her behavior.

  Is there a new sibling in the family? Did your child recently start school? Sometimes, a change in family routines may be a cause for a change in a child’s behavior. For instance, a child may have been excited about a new sibling or starting school, only to suddenly realize that he is not completely happy about the changes. Think about what could be causing the dawdling, which could be your child’s way of expressing a reluctance or unhappiness about something new or different.

• Get down to her level.

  Do you ask your child to get her things together for school while you are occupied with something else? If you see that your child is not responding after repeated requests to get ready, stop what you are doing. Get down to her level and talk to her face-to-face about what she is not doing correctly and what you expect from her.

• Keep your cool.

  It can be terribly frustrating to see your child still playing with his toys on the floor after the umpteenth reminder to put on his jacket. But yelling or using a harsh tone to express your frustration may only get him to move faster for that one occasion. Moreover, you will be able to express yourself more clearly and your child will be able to hear you better if you are speaking in a calm manner. A better strategy that will lead to a longer-term solution is to stay calm, get his attention, and firmly remind him that you have repeated your request several times and you expect him to do as you ask without reminders in the future.

• Explain the consequences of dawdling.

  Tell her in clear detail what happens if you do not stick to a schedule. For example, explain that if she is not dressed in time to leave for school, you will arrive late. That will mean she misses hello time with her teacher and friends, and may miss a chance to hear an interesting story or other morning activity. If she doesn’t clean up her toys in the evening in a timely manner, she will have less time for reading her favorite story with you at bedtime.

• Allow some extra time.

  Until your child works through this phase of development, set aside some extra time in the mornings or evenings, or when dawdling is most problematic. Set the alarm a bit earlier or begin toy clean up earlier to plan for delays.

• Look at it as a work in progress. Don’t expect the dawdling problem to go away immediately. Your 5-year-old child will need several repeated reminders about moving things along before he gets the hang of it. And remember: as your child gets older, he will naturally grow out of dawdling. Until then, be supportive, patient, and understanding.

Source: http://childparenting.about.com/od/familyhome/a/How-To-Handle-Dawdling.htm

Posted On : Feb 13, 2012
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How To Encourage Your Child to Read

By Elizabeth Kennedy

How can you encourage your child, whether a beginning reader or a reluctant reader, to read children's books on a regular basis? Here are some ideas that may help.

Difficulty: Average

Time Required: Ongoing

Here's How:

1. Make a habit of reading to your child every day, whether she is a one-year-old or a 10-year-old.
2. When your child is able to, have her read to you. You can take turns reading chapters in a simple chapter book, for example.
3. Get a library card for your child. Go to the library every week and take out several books.
4. Be aware of your child's interests and direct your child to related books.
5. Try to find a series that she really likes and will want to continue reading.
6. Provide a comfortable reading area, with good lighting, in your home.
7. Discuss books with your child.
8. Buy books for your child that are related to her special interests.
9. If your child is a reluctant reader and not reading on grade level, buy her hi/lo books (books with a high interest level, low vocabulary).
10. Talk to your child's teacher and ask for suggestions.
11. If your child likes incentives and the computer, enroll in an online book group.
12. If your child really enjoys a particular author, check with your librarian about other authors or books she might enjoy.
13. Children also often enjoy the opportunity to read children's magazines.

Tips:

1. Stay on the side of encouraging rather than nagging if you want your child to read. Nothing puts a child off faster than feeling forced to do something, so be careful.
2. I cannot emphasize enough the importance of reading to your child daily. Make it a priority.
3. Be consistent with reading aloud, trips to the library and other encouragement.
4. If your child is in middle school, read Middle School, Reading and Tweens: Motivate Your Preteen to Read by Jennifer O'Donnell, the About.com Tweens Guide..

What You Need

• children's books

Source: http://childrensbooks.about.com/cs/forparents/ht/encourageread.htm

Posted On : Feb 13, 2012
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Private or Public?

When choosing a school for your kids, making the right choice is essential for their future success. For most people, the choice revolves around their ability to afford a private school education. For some parents, the values or religion that a school instils is the reason they opt for private school educations, for others it's the perception that private school educations are simply better.

Private schools are perceived to have better facilities, smaller classes and are able to develop their own curricula that may resonate with parent's religion or values. However, a recent study by the Center on Education Policy challenges traditional perceptions about private schools. President of the Center Jack Jennings sums it up: "Contrary to popular belief, we can find no evidence that private schools actually increase student performance, instead, it appears that private schools simply have higher percentages of students who would perform well in any environment based on their previous performance and background."

Public schools allow your child to mix with students of different abilities and backgrounds which will help them cope better socially as adults. Many public schools have excellent teachers and facilities and students who perform as well as those who attend private schools. Schools, private or public, differ vastly in quality and you should carefully investigate the options in your area.

If you are struggling with the choice between public and private schools, you may be overlooking a third option. A new trend in education is for parents to send their children to public schools and spend their money on private tuition. This enables their child to receive one-on-one guidance from trained professionals. Clubs and private coaches provide individual training to students who are athletic or musically minded. Nurturing your child's interests and providing them with tutors will help them to succeed. Tutors can tailor programs and activities to your child's specific needs. Tutors travel to your home so that you know your child is in a safe, secure environment.

Tutors are able to work on the foundations of your child's learning, filling in the missing conceptual building blocks so that they can succeed. They are able to work at the right pace for your child and the familiar home environment helps to bolster student's confidence. Tutors provide a supportive, nurturing atmosphere, free of the peer pressure and fear of failure that often accompanies classroom learning.

Tutors come to your home and fit in with your schedule, which is especially helpful for busy parents. Students can get help with assignments and homework so that they are able to keep up with their classmates. Tutors are not only for students who are struggling. Students who wish to excel can benefit from having a tutor too. They can explore their favourite subjects beyond the scope of the curriculum while challenging themselves in preparation for college.

Source: http://www.tutordoctor.com/tutor-doctor-blog

Posted On : Jan 14, 2012
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An Apple a Day Can Help Kids Make the Grade

By Dana Matas

Getting a child to eat healthy food can be a monumental challenge for any parent. However, studies show that all of the haggling, arguing, and hassle is actually worth the effort as a healthy diet leads to enhanced academic performance in school.

In fact, malnourished children often struggle in school because they are more likely to miss school, score lower on standardized tests, and repeat grades. Worse, bad eating habits can lead to serious health problems, such as diabetes, that not only affect academic performance but a student’s ability to participate in extracurricular activities.

When you follow the chain of negative events, starting with bad nutrition, it is easy to see how a child’s academic career can suffer. For example, bad nutrition leads to a weakened immune system, which leads to increased doctor visits and missed school days. Missing school makes it harder for students to maintain their grades or keep up with lessons. Even if a student can keep up, bad nutrition can interfere with their ability to accept and digest information. Too much sugar, for instance, can cause attention deficit disorder-like symptoms and chronic headaches, making learning nearly impossible.

These particular nutrition problems usually arise when kids are left in charge of preparing their own breakfast and lunch. If they don’t skip meals all together, they usually are making poor food choices. Out of convenience, kids are drawn to processed foods that are high in sugar, sodium and fat. This brand of malnutrition is particularly insidious because health, growth and cognitive problems may not be noticed until a serious issue has developed.

The simple act of eating breakfast can make a world of difference in warding off many of these health problems. According to the Dairy Council of California, “A nutritious breakfast provides approximately one-fourth of the recommended dietary allowances for key nutrients such as protein, vitamin A, vitamin B6, calcium, magnesium, iron and zinc.” This explains why schools offering breakfast service have seen such major improvements in their students’ overall health, attitude and performance.

However, breakfast is just one of the many ways parents can ensure their kids get a healthy start. Following are some additional suggestions for teaching your children healthy eating habits.

5 Tips to Better Student Nutrition:

• Don’t make the mistake of offering a wide variety of packaged snack items; rather offer a few healthy snacks like fresh fruits, trail mix, or cheese.
• Make sure the school offers healthy options for lunch and snack; otherwise pack your child’s lunch.
• Bring your kids to the grocery store to help choose their favorite foods.
• Limit their intake of high-sugar drinks including fruit-flavored drinks such as punch, soda and even 100% fruit juice.
• Let your kids help prepare a healthy meal; they’ll have a great time learning to eat nutritiously.

Posted On : Jan 14, 2012
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Homework: How Much Should You Help

By Jennifer V. Hughes

Homework is an important part of a child’s education, but it can also be the source of stress and conflict. You want your child to do well, but you hate being a nag. You want to help, but you don’t know how.

With all the homework hoopla, many parents feel they are the ones back in the classroom, but experts say it doesn’t have to be that way.

Why Homework Matters

Meredith Resnick, a learning specialist and educational consultant, has a line she uses both with clients and her 8-year-old son when it comes to foot-dragging over homework. “I already went to 2nd grade,” says Resnick, who works in New York City. “Your teacher wants to see what you can do.”

In addition to reinforcing what students learn in class, homework gives teachers an idea of how well children are learning and gives parents a window into schoolwork. In the early years, homework also helps students develop the time-management and planning skills they’ll need as the work gets more difficult.

It’s important not to cross the line between helping and doing, says Marina Koestler Ruben, who wrote How To Tutor Your Own Child: Boost Grades and Inspire a Lifelong Love of Learning—Without Paying for a Professional Tutor. “If the reason you want Fred Junior to conjugate a French verb is so that he gets an A, then you need to take a closer look,” Ruben says. “If the goal is for the child to learn, the parent will encourage a child to do his own work and catch his own mistakes.”

How Much To Help

One question many parents have about homework is whether to correct their child’s work. There are different opinions on this, so ask your child’s teacher what she prefers.

Resnick suggests leaving the original with mistakes and then working with your child on the correct answer. Nancy Buck, a parenting expert and developmental psychologist based in Rhode Island, believes that children should take responsibility for checking their own work. “It’s the child’s business,” Buck says. “If the purpose of homework is to help them learn, then it’s the child’s job to figure it out. Your job is to support your child.”

Have a Plan

Some children benefit most from doing homework as soon as they get home from school; others need some downtime first. Some do better working in their room alone; some thrive at the kitchen table. You know your child best, so follow your instincts when establishing a routine.

Having a plan in place can lead to fewer homework hassles, says Audrey Klein, a private tutor and former classroom teacher from Chicago. “It helps so that you’re not arguing later,” she says. “They know it’s homework time, so let’s get to it.”

Setting up a plan doesn’t necessarily mean you won’t have any homework struggles, though. If a homework plan doesn’t work, parents should change it, Buck says. “You tell the child, ‘Let’s try again. I know we can set it up so that when homework time comes, you can do it and feel good and I don’t have to nag,’” she says.

Homework Strategies

It’s one thing if your son makes an error on an assignment but another if he simply isn’t trying hard enough and you know he can do better. For example, if he describes a book with the sentence “It was nice,” Klein suggests replying with “Give me another word instead of ‘nice,’ something more specific.”

“You can brainstorm with them,” Klein says. “That’s one of the wonderful things a parent can do, to give that one-on-one help.”

Ruben says that when a child hits a roadblock in a homework assignment, a parent should first consider whether the student is tired or hungry, and work to prevent those common issues. Children also can worry that a parent will be judgmental. “You can’t take it personally if your child is having trouble,” she says. “You have to be able to disengage. Parents can be quick to say ‘Why don’t you remember this? What’s your problem?’ That doesn’t help.”

Switching gears is often helpful when a child gets stumped on an assignment, for example by talking out an essay before trying to write it. Switching parents can help, too. There is nothing wrong with taking a break.

If a child—or a parent—doesn’t understand a particular assignment, write the teacher a note, suggests 3rd grade teacher Christy Bastos. That communication is one way she knows that what she’s teaching is getting across.

“If I get seven kids...circling number seven and saying they don’t understand it, I know I didn’t do a good job communicating on something,” says Bastos, who teaches in Washington, Pa.; teachers sometimes assume that “no news is good news,” she says.

Most important, resist the urge to do your child’s homework for her. Mom and Dad helping out too much may make it easier day to day, Bastos says, but it can be a barrier to learning.

Finding the Right Approach

Kathy Woods knew how it was supposed to go with homework in her house. Her son would sit peacefully and quietly at the dining room table with his pencils neatly lined up, and she would help as needed. “I had this whole June Cleaver idea for it,” says Woods, who lives in Teaneck, N.J., with her family of three boys—an 8th grader, a 2nd grader, and a 3-year-old.

Her oldest son had other ideas.

From the time he started to get homework, it was a huge battle, says Woods of her 13-year-old son, Jordan, who has been diagnosed with mild ADHD. “I thought that sitting there with him, it would be easier for him, but it didn’t work,” she says.
“I was doing a little bit of the helicopter parent thing, and I was annoying both of us,” Woods admits. “I felt that was what a good mother would do, but I was getting on my own nerves. I knew there had to be a better way.”

As her son got older, he started to be able to come home from school on his own while her other boys were at day care or with a babysitter. “Left to his own devices, he’d come home and sprawl out in the middle of the family room and listen to the most hideous rock music I’d ever heard”—Woods pauses for dramatic effect—“and he would get his homework done.”

She says she still checks his homework and she has found that most of the time, he is doing a great job. Her middle boy, 7-year-old Destin, does need the quiet of his room to study, but she’s realized that what Jordan needed to succeed was to set his own rules.

“The more responsibility I give him, the better he does,” she says. “When I hover, he’s like, ‘Fine, you do it.’ He gives the minimum amount of effort. That’s something I had to do, to give up worrying about the process as long as he gets it done.”

Teaching Responsibility

Janae Condit says she’s had a range of problems—and solutions—dealing with homework and her now 5th grade son, Colin, over the years.

For a while he would drag his feet, making homework take forever. She tried setting a timer, but he then rushed through and did sloppy work. Now she just insists that it’s done by 6 p.m.

He was always forgetting things, like books, from school. Condit instituted a new rule: For every forgotten book, Colin had to go to bed an hour earlier. His memory got better.

Condit, who lives in Beverly Hills, Mich., with Colin and his three younger siblings, hired a tutor to help him work on his study and organizational skills, a move that worked in unexpected ways. “He hated the tutor,” Condit says with a laugh. “We wouldn’t let him off the hook until he improved.”

In fall 2010, Condit let her son hand in homework without her checking it, so if he made mistakes he’d lose credit. “His grades suffered because of it, and I said, ‘We did it your way, now we can do it my way,’” she recalls. “He needed me to step in a little.” She checked his work in the second semester, then he went back to doing it on his own and was doing much better work. Best of all, Condit says, her son is proud of his work now.

“Before, he wouldn’t care less; now it’s the first thing he wants to show me when he comes through the door,” she says. “I think he’s really starting to take responsibility, and it’s really great.”

Source: http://www.schoolfamily.com/school-family-articles/article/10805-homework-how-much-should-you-help

Posted On : Dec 07, 2011
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Giving Thanks: Teach Your Child the Gift of Gratitude

By Lisa M. Cope

Teaching your child to say “thank you” can feel like living the movie Groundhog Day. You know the one where Bill Murray wakes up every morning and it’s the same day? "Thank you" is kind of like that. You urge your child to say it multiple times a day, time and time again, waiting for that one day when she will say it herself, all by herself, without a prompt.

Take heart, dear parent. The fact that your child doesn't express his gratitude may have more to do with development than it does with lack of manners. Children have difficulty saying thank you because at a young age, they don’t realize how their behavior affects other people. They are completely preoccupied with the present, living only in the moment, and failing to recognize or predict future pleasure. An inability to talk about feelings and an underdeveloped sense of empathy also contribute to a child’s difficulty giving thanks.

In the book, Becoming the Parent You Want to Be, authors Laura Davis and Janis Keyser offer ways to help teach manners in a way even the youngest children can understand:

• First, talk about your family customs with your children. If you don’t have any, start developing some. Say to your child, “In our family, we always say thank you when someone gives us a gift.” Repeating your own traditions will help your child understand that he is a part of a larger group that behaves a certain way.

• Model the skills you want to teach. You know that old saying, “do as I say, not as I do?” Well, not here my friend. You want them to do as you do, so you need to do it right. Remember to say “thank you” to people in your life so your children hear you using the phrase. The more they see and hear you thanking people for their kindness, the more likely it is that your children will pattern that behavior.

• Show, don't tell. According to Marleen Didech, a parent educator and coach in San Jose, California, “Parents have to teach thankfulness through the way they live their lives. That’s where it starts. Children can demonstrate empathy at an early age if they are shown a model.”

• Give your child information and make your expectations clear. Tell him “Your Dad spent a lot of time fixing your bike; it would make him happy to hear you thank him for it.” If she starts to learn that other people’s feelings are being affected by her behavior, she will be more likely to show kindness of spirit. Let her know what you expect. For example, tell her “We’re not leaving Noah’s house until you find a way to say thank you.”

• Give your child choices as to how she would like to say “thank you.” Rather than nagging her again for not saying it, ask her if she’d like to sing Uncle Roger a "thank you" song, or paint him a "thank you" picture. Kids love to make their own choices and if it’s fun, they may come up with a "thank you" idea all on their own.

When you support the development of empathy in your child, you are giving her the gift of good manners. Believe it or not, they will start to flow out of her naturally. And don’t limit yourself to teaching kids to be thankful only for material things. Didech even suggests that you “make a list of things together that you are grateful for in life. It can be as simple as ‘I’m thankful that the sun is out.’ You have to plant the seeds early on and most importantly, you have to walk the walk.”

Giving back to your community is another great way to teach gratitude. By seeing others less fortunate, children will begin to learn to appreciate what they have. And one day, right out of the blue, your child will give you a beautiful “thank you” and truly mean it.

Source: http://www.education.com/magazine/article/Teaching_Gratitude/

Posted On : Dec 07, 2011
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Study Tips for Children and Teens Tutor Doctor Offers Advice on How to Stay on Top of School during Holiday Season

Written by Tutor Doctor Daphne Engelken

Before kids can start celebrating the holiday season, they must first log in countless hours of studying and numerous homework sessions. Often this series of tests and quizzes can become stressful and lead children to become less focused and motivated during a time they need to keep their minds sharp.

“Typically we see that around this time, children become a bit distracted with the holidays and winter break coming up,” said Daphne Engelken of Tutor Doctor in Monterey Co. “Because of this, it is important to remind students about proper study techniques so they can stay on top of their studies during the testing season.”

Whether students are learning their ABC’s in kindergarten or cramming for finals in high school, it is important to have the right study habits in order to achieve the best results. Tutoring is a great option for parents, especially those who can’t quite remember the ins and outs of their high school calculus curriculum, since the holidays get a bit busy.

Tutor Doctor offers these basic tips to help your child stay focused and on top of their academics during the hectic times we refer to as the holidays.

• Study in an environment similar to the one you learn and take tests in.

Your student may want to do their homework on their bed, but studies show it will be easier during a test to recall the information they studied if they study in an environment similar to the classroom.

• Designate a “study area.”

Whether it is the kitchen table, free from distractions, or a desk in the child’s room, there should be a designated area where the child does their homework. This way they will understand when they are in this spot, it’s time to learn.

• Figure out the best time to study.

Everybody learns differently, and different times work better for each individual. In order to maximize efficient learning, take on the more difficult lessons when your mind is sharpest.

• Spread out learning and study over a long period of time.

The brain needs time to process and absorb information. It is much more effective to learn small amounts over a long period. For example, studying for a half an hour a day over a week is better than studying for three hours in one day.

“It is understandable that kids are a little burnt out from school at this time of year,” said Engelken “Hopefully these tips will help kids study and reduce the stress in their academic life.”

Tutor Doctor is a rapidly expanding one-on-one, in-home tutoring service is designed to help students from ages six to 106, offering the Monterey Co. community and students a private, easy way to improve in any of area of schoolwork. Tutor Doctor even provides services for adults to assist them in learning the basics of email, the Internet and more.

About Tutor Doctor

Tutor Doctor was founded in 1999 as an alternative to the “one-to-many” teaching model most extra-curricular learning centers offer by providing a personalized one-on-one, in-home tutoring service to students. The company quickly grew and in 2003 turned to franchising as a way of expanding the company’s impact and meeting the vast market demand. Now with offices internationally in Canada, the United States, Latin America, the United Kingdom, and the Caribbean, the Tutor Doctor vision is becoming a reality as the lives of students and their families are being positively impacted throughout the world. With 180 locations worldwide, Tutor Doctor was listed by Entrepreneur Magazine as one of the fastest growing franchise brands. Tutor Doctor is affiliated with the National Tutor Association (NTA) whose mission is to foster the advancement of professional and peer tutoring, support research into best practices and standards for all tutors, support tutor training, advocate for tutor certification, and uphold the NTA Code of Ethics.

Posted On : Dec 07, 2011
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The Role of Styles and Strategies in Second Language Learning

Consider the very different behaviors or strategies that individual students use to learn a new language. Shy, introverted, analytically-oriented Marianne learns Spanish through grammar drills and sentence analysis. Uncomfortable with spontaneous speech in Spanish, she rehearses as much as she can in private. In contrast, sociable, extroverted, globally-oriented Jose from Mexico avoids grammar drills but seeks out social conversation in English, his new language; he is content to get the general meaning without knowing every word.

When intuitive Bill studies Russian, he constantly tries to build a mental model or big picture of the language. He avoids step-by-step language learning. Noriko, attuned more to the senses (movement, sound, sight, and touch) than to intuition, looks for English texts that proceed one step at a time. She uses flashcards, and with her classmates, she initiates "total physical response" exercises that involve all the senses.

Serious Sarah outlines every French lesson, plans her study sessions, does all the exercises in her textbook religiously, and is not happy unless she is on time or ahead of schedule. Playful Michael tells jokes in German and has fun with the language, but has trouble organizing his work, coming to closure, and submitting his assignments on time.

These learners are using different kinds of language learning strategies, or specific actions and behaviors to help them learn. Their strategies differ greatly, at least in part because their general learning styles (overall approaches to learning and the environment) are so varied. Recent research (Ehrman & Oxford, 1988, 1989; Oxford & Ehrman, 1988) suggests that learning style has a significant influence on students' choice of learning strategies, and that both styles and strategies affect learning outcomes.

This Digest briefly summarizes existing research on learning styles and strategies in foreign and second language learning. Readers are urged to go further by consulting the references provided at the end of the Digest.

What is meant by learning style?

The term learning style is used to encompass four aspects of the person: cognitive style, i.e., preferred or habitual patterns of mental functioning; patterns of attitudes and interests that affect what an individual will pay most attention to in a learning situation; a tendency to seek situations compatible with one's own learning patterns; and a tendency to use certain learning strategies and avoid others (Lawrence, 1984). Learning style is inherent and pervasive (Willing, 1988) and is a blend of cognitive, affective, and behavioral elements (Oxford & Ehrman, 1988). At least twenty dimensions of learning style have been identified (Parry, 1984; Shipman & Shipman, 1985).

"Field independence vs. dependence." One of the most widely researched dimensions of learning style is field independence vs. dependence. Field independent learners easily separate key details from a complex or confusing background, while their field dependent peers have trouble doing this. Field independent learners show significant advantages over field dependent learners in analytical tasks (Hansen & Stansfield, 1981; Chapelle & Roberts, 1986).

"Analytic vs. global processing" seems to be closely allied with field independence vs. dependence, and indeed may be a more fundamental and more explanatory dimension of learning style. However, little foreign or second language learning research exists concerning the analytic-global dimension except in the context of brain hemisphericity. The left hemisphere of the brain deals with language through analysis and abstraction, while the right hemisphere recognizes language as more global auditory or visual patterns (Willing, 1988). Leaver (1986) speculates that right-brain learners--those who prefer the kinds of processing done by the right side of the brain--are more facile at learning intonation and rhythms of the target language, whereas left-brain learners deal more easily with analytic aspects of target language grammar.

"Cooperation vs. competition" has been only lightly studied as a dimension of style in the language learning field. Reid (1987) found that in the language classroom, learners rarely report using cooperative behaviors (behaviors that one would infer to reflect a cooperative style); however, this finding might well be related to instructional methodologies that often preclude cooperation and foster competition. In studies where students were taught specifically to be cooperative, results revealed vast improvement in language skills as well as increased self-esteem, motivation, altruism, and positive attitudes toward others (Gunderson & Johnson, 1980; Sharan et al., 1985; Jacob & Mattson, 1987).

"Tolerance for ambiguity" is another style dimension of language learning. Learning a language can be a difficult and at times ambiguous endeavor, and students who can more readily tolerate ambiguity often show the best language learning performance (see Chapelle & Roberts; 1986, Naiman, Frohlich & Todesco, 1975).

The Myers-Briggs Type indicator (Myers & McCaulley, 1985) contributes four more dimensions to learning style: extraversion vs. introversion, sensing vs. intuition, thinking vs. feeling, and judging vs. perceiving (the last dimension referring to the immediateness of the need for closure). Several of these dimensions appear to significantly influence how students choose to learn languages, according to recent research (Ehrman & Oxford, 1988, 1989; Oxford & Ehrman, 1988).

Other important style aspects that may relate to language learning performance are leveling-sharpening of detail, reflectivity-impulsivity, and constricted-flexible thinking (Parry, 1984). Additional research needs to be conducted on all style dimensions in order for teachers to understand more about the basic stylistic preferences of their students.

What are learning strategies?

Language learning strategies are the often-conscious steps or behaviors used by language learners to enhance the acquisition, storage, retention, recall, and use of new information (Rigney, 1978; Oxford, 1990). Strategies can be assessed in a variety of ways, such as diaries, think-aloud procedures, observations, and surveys. Research both outside the language field (e.g., Brown, Bransford, Ferrara, & Campione, 1983) and investigations with language learners (see reviews by Skehan, 1989; Oxford 1989; Oxford & Crookall, 1989) frequently show that the most successful learners tend to use learning strategies that are appropriate to the material, to the task, and to their own goals, needs, and stage of learning. More proficient learners appear to use a wider range of strategies in a greater number of situations than do less proficient learners, but the relationship between strategy use and proficiency is complex. Research indicates that language learners at all levels use strategies (Chamot & Kupper, 1989), but that some or most learners are not fully aware of the strategies they use or the strategies that might be most beneficial to employ.

Many different strategies can be used by language learners: metacognitive techniques for organizing, focusing, and evaluating one's own learning; affective strategies for handling emotions or attitudes; social strategies for cooperating with others in the learning process; cognitive strategies for linking new information with existing schemata and for analyzing and classifying it; memory strategies for entering new information into memory storage and for retrieving it when needed; and compensation strategies (such as guessing or using gestures) to overcome deficiencies and gaps in one's current language knowledge (see Oxford, 1990).

Language learning strategy research has suffered from an overemphasis on metacognitive and cognitive strategies, which are admittedly very important, at the expense of other strategy types that are also very useful.

Some preliminary research suggests the existence of sex differences in strategy use (see review by Oxford, Nyikos, & Ehrman, 1988). Choice of language strategies also relates strongly to ethnicity, language learning purpose, the nature of the task, and other factors (see Politzer, 1983; Politzer & McGroarty, 1985; Oxford, 1989). As noted earlier, one of these related factors is, no doubt, learning style.

Important effects of training in the use of language learning strategies have been discovered by a number of researchers (see Atkinson, 1985; Bejarano, 1987; Chamot & Kupper, 1989; Cohen & Hosenfeld, 1981; Oxford, Crookall, Lavine, Cohen, Nyikos & Sutter, forthcoming). It is clear that students can be taught to use better strategies, and research suggests that better strategies improve language performance. Just how language learning strategies should be taught is open to question, but so far it has been confirmed that strategy training is generally more effective when woven into regular classroom activities than when presented as a separate strategy course.

Language learning styles and strategies appear to be among the most important variables influencing performance in a second language. Much more investigation is necessary to determine the precise role of styles and strategies, but even at this stage in our understanding we can state that teachers need to become more aware of both learning styles and learning strategies through appropriate teacher training. Teachers can help their students by designing instruction that meets the needs of individuals with different stylistic preferences and by teaching students how to improve their learning strategies.

Source: http://www.education.com/reference/article/Ref_Role_Styles/

Posted On : Nov 04, 2011
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The Top Seven Things Teachers Want from Parents

By Amy Bizzarri

It takes a village to raise a school, and we simply can't expect teachers to be the only ones in charge of educating our children. Parents are a huge part of the road to success! Research proves that when mom and dad become involved in their child’s school life, grades, behavior and emotional well-being will improve.  Here are the top seven things that teachers wish parents would do to make their job a little easier:

1. Read to your child. In 1985, the U.S. Department of Education Commission on Reading released an extensive report on the state of literacy in the United States. One of its most significant findings concerned reading to children: "The single most important activity for building the knowledge required for eventual success in reading, is reading aloud to children.” Further research has proven that children who are read to by a family member three or more times within a week are twice as likely to achieve reading scores in the top 25% as compared to children who had not received this benefit. So go ahead – grab a book, any book, and read to your child. You’ll plant the seeds for a lifetime of reading for fun and learning.
2. Be knowledgeable about your child’s academic life. Know your child’s teacher and get on a first name basis. Make sure you can easily get in touch with him or her (by phone, by email). Be there for open houses and parent-teacher conferences. And most importantly, keep an open and ongoing conversation going with your child on classroom happenings.
3. Know your child’s classmates and encourage friendships outside of school. Classroom learning works best when a solid sense of teamwork is in place. Every child needs the support of his friends, and learning is all the more fun when good friends are by your side. Because there isn’t always time for children to get to know one another all that well at school, make sure that your child spends time with classmates outside of school by encouraging play dates and after school activities.
4. Attend local school council meetings and join the PTA. Get involved in the PTA. If you are a working parent and meetings are scheduled during the day, when it’s difficult to escape your job, suggest that meetings alternate between daytime and evenings. Your voice as a parent counts, and sometimes, it's the only voice that will advocate for your child. When parents join forces, positive change can be made in our schools.
5. Take part in school life. Don’t miss out on school events such as talent shows, science fair nights and seasonal potlucks. Even if your child isn’t playing on the team, why not attend a school sporting event? You’ll help foster an appreciation of school life. Not only will you be helping your child be successful in school, but you'll also be making memories with him along the way.
6. Extend learning at home. You are your child’s best teacher, and there are constantly learning moments to be made. Bake a cake with your child and teach them the basics of measurement. Have your own spelling bee night. Take a ‘field trip’ on the weekend to an aquarium or museum. Watch an educational, family friendly movie. Bringing learning into the home and outside of school with fun and informative activities you and your child can do together is one of the best ways to support his present and future success! For tons of learning you and your child can do together - from Popcorn Science to Salty Sea Creature Paintings to Mythological Mad Libs, check out our Activities Section to find tons of great activities that will show your child the fun side of learning.
7. Show your child that you and the entire family value education. Each and every parent can find a way to show their child that learning is a lifelong adventure. Read a book. Take a class that interests you. Share with your child the learning experiences that you have had on the job. Bond with your child over educational books, movies and media. Show your child that learning can be enjoyable and doesn’t end once school is over and done with.

Your child and your child's teacher will appreciate your help and support as an invaluable part of your child's road to lifelong success in and out of school.

Source: http://www.education.com/magazine/article/teacher-wishlist/

Posted On : Oct 06, 2011
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Creative Play: An Interactive Way of Encouraging a Child's Creativity

Every child is born with a creative prospective, but this potential may be nipped in the bud if care is not taken to foster and inspire creativity. Creativity shows one's individuality. Creativity is the ability to see things in a fresh and extraordinary light, to see troubles that no one else may even realize exist, and then come up with new, unusual, and useful explanations to these problems. It's the attitude to "think out of the Box". There are many ways by which we can boost our children's creativity. Play is one of many ways to do that. Children gain much from creative indoor and outdoor plays. Creative play, where children can move around and are capable to use their imaginations, has many profits. Study has shown that play which is too structured or centered solely on hi-tech toys which could be harmful to youngsters. There is proof that children are forgetting how to play while they are being encouraged to take part in controlled activities rather than being permitted to use their imagination.

Children need to be given ample opportunities for creative play and creative thinking. The first step is to engage them in activities of their interest. Say for example, if a child likes to draw figures on a notebook or loves to play with colors, then the child should be given color pencils, glitters and white boards to display what is there in their mind. There's also photography, music, field trips, working with wire, clay, paper, wood, water or shadows. The possibilities are endless. It's vital to provide children with lots of time to discover the materials they require and pursue their ideas. This comprises of time required to think about how to plan, graph, build, research and modify their project ideas. Creative play is expressed when kids use recognizable resources in a new or unusual way, and when children engage in role-playing and inventive play. Play helps expand each child's exceptional viewpoint and individual style of creative expression. Creative play may include a variety of games like puzzles, riddles, building blocks, and other items that actually set the child to think and to explore.

A strange characteristic that we often notice in children is that they always find a play item in every other thing close to their reach. A few days ago I noticed my little nephew playing with a simple hanky. He folded the hanky and made out different items out of that. And he was literally enjoying the act. I stared at him for about an hour, and he enjoyed working at it. Manipulative play starts in infancy. Babies play with their parents; for example, they drop a toy, wait for the parent to pick it up, clean it, and revisit it, and then they drop it again. This communication gets the infant and parent together in a game. Children shift objects such as puzzle pieces and devices to better appreciate how they work. Play reinforces the child's growth and development. Children who are anxious may be helped by role playing games.

Source: http://www.articlesbase.com/k-12-education-articles/creative-play-an-interactive-way-of-encouraging-a-childs-creativity-5216489.html

Posted On : Oct 06, 2011
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