November 24th, 2016
Christmas is coming – but many parents are counting down revision days rather than shopping days…..
Exams in early January cast a shadow over the festive season for many families. How do parents get the balance right, so their child enjoys a rest and gets the seasonal cheer and family fun they need, and is also ready for the Big Day in the New Year?
The obvious advice is to make a revision schedule and stick to it – but what is a good revision schedule for your child? And how do you stick to it?!
Each child needs different preparation – it may be the same exam, but the children are not the same! It’s hard to walk your own path, and hear that other families may be doing more revision, or indeed to hear them insisting they are taking a laid-back approach when you know your child needs more support.
Children today DO have to get used to taking exams. How can we find the right approach and avoid piling on pressure and overwhelming them so they can learn how to do their best?
There are lots of tips about revising – eating healthy foods, getting good sleep, using post-it notes or flashcards. And here are four ideas that will definitely help that you may not have heard before!
Take a tip from computer games!
Have you noticed how motivated your child is to play Minecraft or Jelly Splash? Why? Children love playing these games, and keep going back for more, because lots of clever people have worked hard to make them enjoyable. And, obvious as this may seem, when children enjoy themselves, they are willing to keep going and they improve their performance.
What does this mean for revision?! There are ‘educational’ or ‘revision’ games available, but that’s not what we’re talking about. Children thrive on feeling successful and being rewarded for their efforts as they are in computer games. Does that give us a clue? Does your child feel successful at revision? Do they feel acknowledged and rewarded for the effort they put in?! Mmmmm…..
Computer games work on giving the child something that they value and appreciate every 7 seconds. How much positive feedback does your child get for each revision session? Computer games also break themselves down into munchable chunks – a few minutes of intense work, then a shift of pace or perspective to refresh the previous skills.
Keep revision sessions SHORT and make them REWARDING – that doesn’t mean handing over smarties for every right answer, but it does mean giving LOTS of Descriptive Praise. Say something positive about their effort, any improvement and strategies they use, and for persevering and much more!
“I see you’ve used different colours to make that diagram more interesting and clear. This will help you remember it better.”
“You’ve been very conscientious about filling in your scores on the exercises. Now you can keep track of your progress.”
“I noticed you had a glass of water before we started. That was good thinking, it means your brain is ready to work!”
“You’re pushing yourself to do this, it’s not easy for you, and it will pay off over the next few weeks.”
“Even though you would rather we weren’t doing this, you realise it’s important we get it done. Your attitude towards these exams is mature.”
“I love that you are sticking with this, even when you don’t get the right answer straight away.”
LET them do it their way and have a choice
This doesn’t mean doing NO revision, but it DOES mean letting them have some input and autonomy in their revision. Given that there is no choice about IF they do it, then allow them to have some say about the HOW, the WHEN or the WHERE.
There isn’t one right way (your way!) to revise. Many children do not enjoy sitting still and repeating facts. In fact, trying to do so may be impeding their learning. Some children really do learn better when they are walking around the room, or squeezing, bouncing or hitting a ball. Moving can make learning more enjoyable as well as more effective - have you tried BEING a volcano erupting? It’s much more fun than talking about it…..
Does your child enjoy creating images? Then get them drawing shapes and flow diagrams using a whiteboard, blank postcards or even powerpoint, rather than using something already created by someone else. Yes, it takes a little more time, but the personalisation and engagement is key. Does your child like rhymes and sounds? They can create songs or poems to help them remember facts – it doesn’t matter whether they are rather silly songs or poems! The sillier the better in fact.
We get so worried that our children take revision seriously that having fun and doing it differently to how we would do it, doesn’t sit well with us. Just because your 10 year old works differently from you, doesn’t mean he’s not working or indeed it’s not working for him!
UNDERSTAND their reluctance
This is likely to be the first time your child has experienced this level of pressure or stress. It won’t be the last. That’s not meant to sound all doom and gloom, but rather this is an opportunity! Our job is to coach our children through this new experience and help them learn that they can manage it.
There is nothing wrong with a child who does not look forward to doing revision and would rather be doing something else..
Telling them off for not realising how important revision and exams are doesn’t work. And it probably isn’t true either. They probably do realise, as it’s unlikely we’ve kept it to ourselves. Equally, trying to persuade them that revision is really fun isn’t effective either. It’s simply not true, unless you have taken our first tip very seriously and it really is fun now!
So what’s happening?
Well, we may have come to believe that our child is lazy or defiant . Assuming they are lazy is untrue, although they may have been unmotivated to date. How hard have you seen them work, and for how long, when they’re really enthusiastic about something? It helps to remember that children want to do well, and they care about what happens and what we think of them. When they don’t think they can achieve or make us happy, they pull back from trying. They can do this two ways – either by noisily and defiantly claiming it’s all pointless and you can’t make them do it, or quietly and equally strongly by pulling back and making cursory, if any, efforts. The negative response they get from us hurts, but they believe it’s the best way to protect them from something worse – the feeling of failing and letting us down.
So what can we do?
First and foremost we need to model a positive attitude towards getting things wrong ourselves. Rather than berate ourselves for making mistakes, we can show our children a more healthy way to handle mistakes by talking about what we are going to do next to improve.
We can also explain to our children that our brains grow and get stronger through use, just like any other muscle, and actually the best exercise they can get is struggling to get something right and finally achieving it!
This is part of how our children develop a Growth Mindset – a belief that we can keep improving by working hard, trying different strategies and persevering.
We can also help our children understand their own reluctance by putting it into words for them – this is very different from asking them “What’s wrong, what’s the matter?” however kindly and gently this is asked. Even if they understood and could articulate it, they probably wouldn’t feel comfortable doing so. So, instead, try “I wonder if you’re scared about working hard and still not getting a good mark. It’s very difficult to push yourself without knowing whether you will get the result you hope.”
We absolutely can help our child feel better – but we can’t PUSH them to do so. We need to support them. That means we FIRST need to LISTEN to how they feel and then help them work their way through. They can’t hear our advice or encouragement until we have heard their concerns.
You could try: “I sense this is really getting you down right now. I wonder if it feels like this is all you get to do, and maybe you can’t see the light at the end of the tunnel. Maybe you’re scared about what will happen after you’ve tried your best….”
If your child is getting frustrated and stressed, we know this doesn’t help so we are tempted to reassure them or brush their negative feelings away by saying: “Don’t worry, it will be absolutely fine, it will all work out, you’ve got this if you focus” or “Come along, there’s no need for all this upset, it’s just a test, you need to toughen up and get your head down”
Instead try: “It’s hard to keep on going, particularly over the holidays. Maybe it feels like you’re not getting anywhere and at the same time the exam is getting closer….”
What’s next? Stay quiet! Let your child open up rather than diving in with a homily about how life works…… This moment is not about what you know, this is about what they are thinking and feeling. And it can be very powerful and illuminating. Sometimes we hear that a child has developed some muddled ideas about what is going to happen or not happen, and we can help clarify these. Sometimes we hear about practical concerns that we can help them sort out.
November 15th, 2016
Many people were shocked and some were dismayed by Donald Trump’s election as president of the USA last week. But unless you live in America you may not have expected it to have had much impact on your children. I was somewhat taken aback when one of the 13 year old participants on the behavioural change programme I facilitate in Sydney anxiously asked me if I thought we’d go to war now Trump was going to be president. I also heard an account on the radio of principals calling special assemblies in primary schools to assuage children’s fears.
Some parents will have real fears themselves around the election of a man whose campaign was characterised by vitriolic hate-filled statements directed against women, Muslims, Latinos, immigrants, his opponent, the media and anyone who disagrees with him. The few policies he identified were inward-looking, protectionist and xenophobic. His utterances seemed impulsive, self-focused and lacking compassion for any other. So it’s not surprising that many worry that this man will be in a position of immense power from January 2017. I personally am very concerned at the display of such bullying tactics and the normalising of a hate and blame-filled discourse, not to mention his vulgar sexualised messages about women, judging them primarily on appearance.
If adults have these concerns then their children will pick up on the vibe of anxiety and may hear things that they don’t fully understand. They will draw their own conclusions if we do not explain to them what is going on and what we think will happen in a calm way, in words they can understand according to their age.
Some children will have been just getting on with their lives and may not have been really aware of the adult interest in politics but may now be hearing things at school.
Even if you think Trump may be the breath of fresh air that the US needs and embrace his policies there will probably have been aspects of his behaviour that you find distasteful. If your children have become aware of this it could be a great opportunity to communicate your values to them.
The family is the source of your child’s values. They see how you treat others, how you disagree with others and how you resolve disputes, how you listen to other opinions. Your rules will count for a lot as they are a statement about your values, a guide to what is expected and acceptable behaviour. But it’s what they see modelled that counts for most. They will see whether in this family we give everyone a say, whether everyone is treated respectfully. They will observe whether people who are different from them are regarded with fear and disrespect or interest, an attempt to understand and enjoy. If we treat our partners or our children with ridicule, treating them to put downs or sarcasm, or bullying tactics then our children will learn that that is how to behave. Whenever we discipline our children they take away from that interaction “this is how you deal with things that you don’t like.”
When someone in the public eye behaves in a way or makes statements that are contrary to our values we need to let our children know that we disagree with that stance or conduct without putting down that public figure.
About this time last year sadly we wrote about addressing children’s worries in the aftermath of the Paris and Beirut tragedies. Click here for our blog. Here are some other ideas about addressing your child’s worries and teaching values:
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