Homework for summer June 12, 2009

Summer is a time to enjoy time off from school and nourish the soul with life-enriching experiences. It is a time to spend more time with family and friends than at school, more time outdoors than indoors, more time amidst nature than disconnected from it. I have been looking forward to spending long, bright summer days with my daughter.

In the US, many children get almost three months off from school during summer. I read a statistic recently which said that counting all the vacations, holidays, weekends and the number of hours in a school day, children in America spend only 14% of their time in the year attending school. They spend close to 33% of their time sleeping and the rest 53% at their home and communities. This statistic made me wonder about what I could do to help my daughter be in touch with some of her schoolwork during summer. Going back to school for first grade in September and realizing that she has forgotten many concepts that were fragile in her mind and having to re-learn all of them again would not be a good thing, not just for her academic progress but also for her self-esteem.

Montessori children spend a large part of their school day doing “real” work and practicing their academic skills. As a result, most children in the lower grades don’t get any home work from school. Moreover, Montessori children learn many concepts through real life experiences and play. Hence I knew that it was imperative to use every day life experiences and play to enrich her learning during summer, so that her joy of learning is not compromised. At the same time, I also knew that there were some things that she needed to learn which can only be done through repetition and practice. For example, in order to progress in math, it is very important that the basic math skills and operations become second nature for her. For this, she needs to develop mental math skills. As she starts to write more elaborate stories and experiences in her journals, her handwriting needs to become more refined. She is a prolific reader, but it is also important to make sure that she is comprehending more and more of what she reads and building her vocabulary by understanding the meaning words that she reads.

My daughter loves to learn new things, be it  a new sport, new song, new concept about the world around her – you name it and she will have a million different questions about the things around her. But if it was left to herself she’ll probably not spend time practicing and refining some of the skills that she has newly learned. Her teacher had informed me that her favorite thing is to try new things. She would rather not spend time repeating what she had already worked on.

So, my thinking was that I should help her realize the value of practice and the importance of learning something really well, when it comes to academic skills. I popped the question to her about spending an hour a day during the summer doing “homework”. She knows what “homework” is – it means doing school work at home. To my surprise, she was thrilled with the idea. So, on the last day of her school, we visited a store nearby which sells many curriculum materials to schools in our area. We browsed the shop and I let her choose journals, workbooks and hands-on math materials that she could work on during summer.

The next day (yesterday) I marked a few pages in the different workbooks and journals that she could work on. She seemed very proud to be working on these. She wouldn’t move on to anything else until she finished her “homework”.  Today, before I could come back from the gym in the morning, she had woken up, picked up her journals and workbooks, chosen her homework and started to work on them. When I went to talk to her in her room, she even complained that I was “disturbing her” and not allowing her to “concentrate” on her work.

I’m not certain how long this motivation to do her “homework” regularly will continue. I’m sure that as the summer progresses, I’ll have to find ways to re-motivate her. As is the case with her fascination to try new things, this many be just one of her new fads which may wear off after a little while. But so far, I’m very happy with how happy she is, to be doing her “homework”.

Book review: Motivated Minds – Raising Children to Love learning April 5, 2009

While it is true that the schools play a central role in developing the love of learning in children, the role of the parents is crucial too. It is true that parents cannot spend the same amount of time as teachers in helping their children learn. But there are some very simple non-time-consuming strategies that the parents can use with their children which will help to increase their children’s motivation to learn better at their schools. Making parents’ aware of such strategies is the focus of this book, “Motivated Minds – Raising Children to Love Learning”. Deborah Stipek, one of the authors of this book is the dean of the School of Education at Stanford. The co-author is Kathy Seal who is a journalist and has written about education and psychology for many years. The authors offer a lot of practical wisdom which most importantly are also proven by research. While everything they have to offer in this book has been proven by research, the book is by no means a boring list of evidence from research which the parents have to plough through to find what they need. It is filled with many interesting examples and anecdotes from their own life about situations which commonly occur with children and how parents can overcome them.
I enjoyed reading the book thoroughly. I myself had developed many strategies in the past few years to deal with situations where my daughter was at the risk of losing interest in a certain activity if appropriate action was not taken. This book helped me confirm some of my strategies and went a step further in helping me learn more of them.
For example, the book talks about how “nothing motivates children more than competence”. I have seen this happen with my daughter many times. When she takes up a new type of activity which is hard to learn, she sometimes gives up after a few tries and is afraid to go back and try the same fearing that she will not be able master it. For example, this used to happen often when she tried to play a new song in violin which was above her current skill level. Each of those times I have had to walk a fine line of not being pushy yet convincing her to practice enough to be able to play the song and develop a healthy attitude of perseverance. Each time, when she was able to play the song after some practice, she has derived motivation to play the violin even more due to her successes and her competence in the skills needed. The parents’ role in helping children develop this persistence is crucial I feel, and this book talks about that. This book goes one step further and says that not only does competence motivate children to learn something but “feeling competent is as important as competence itself”. For, a child may be very good at doing something but may not feel confident about it. Feeling confident about being able to do something is of extreme importance because the child may otherwise not try on his/her own to learn tougher skills in that area, otherwise. This book gives strategies to overcome such obstacles to learning.

The above is just one example of how this book helped me clarify the effective strategies in some of the situations that I face regularly with my daughter. There are many more such strategies in this book which apply to parents of children of any age. In short, you now never have to feel at a loss when you are not sure how to overcome the obstacles to your child being motivated to learn either at school or at an after-school activity. With this book, you will have a very credible, useful and practical resource to refer to for effective strategies and apply it to the situation you may be facing.