StudyPros Today

Do you know how memory works? Do you want to avoid forgetting information you have memorized? How confident are you that you can retain what you have committed to memory?

Daniel T. Willingham, a professor of cognitive psychology at the University of Virginia, gives us three basic principles and some tools to help children and adults, improve their memory in a fascinating article entitled “What Will Improve a Student’s Memory”, American Educator (Winter 2008-2009). The full article can be read at the American Federation of Teachers website.

The first principle is that memories are formed as the residue of thought. We remember what we think about. Merely re-reading notes or cramming won’t suffice. Students must ask questions as they read. Why is a statement of fact true and why it is relevant to the discussion? Techniques such as outlining and diagramming help students learn to explore ideas and the ways in which they’re related.

Experts tell us that the mode in which information is received — visual, oral, experiential, etc., is less important than the meaning we attach to the information and the amount of time we ponder it. Therefore, students should study early and often and they should study at different times to avoid associating the memories with a particular time of day. To ensure retention, students should continue to study even after they think they’re fully prepared.

The second principle is that memories are inaccessible mostly due to missing or ambiguous cues. Though memories may fade with time, the biggest reason we can’t recall information is that we haven’t developed detailed and distinctive cues that enable us to easily locate the specific information in our memories. When students understand the main ideas, supporting information and the connections they can readily recall the points at test time. To memorize information that has no meaningful connection, cues can be created using acronyms, acrostics, music, rhymes and other mnemonic devices.

The third principle is that people tend to think their learning is more complete than it really is. Children and adults often overestimate the amount of knowledge they have amassed in their memories. The best way to assure you have retained information is by testing yourself and having other people test you. When you can explain something to someone else, then you’ve learned it.

Diane Trautman can be reached at StudyPros In-Home Tutoring, 661-296-9206 or studypros.com.

Imagine an organized activity that would make it safer for your primary school child to walk to school, help him to socialize, and give her more exercise. Imagine also that this activity could save you time; save you money; and decrease the amount of traffic, air pollution and global warming gasses emitted around town. Wow, you’d say, where do I sign up?

At the moment, unfortunately, you can’t. However, with a little organization from the local elementary school districts, and some advocacy from parents, the Santa Clarita Valley could host a thriving program called the Walking School Bus.

This is just what it sounds like: a walking “bus” of children, with an adult “driver” in the front and another “conductor” in the back, making its way through your neighborhood, stopping at your house and picking up your child, growing larger as it approaches the school. At the end of the day, children gather outside the school and reverse the route. Sound like fun? You bet.  When researchers surveyed children already participating in this program in other cities, most kids say they like talking with their friends on the way to school. This is especially good for kids who are new to the area. Also, with child obesity rates hitting an all-time high (15% of American children aged 6 to 19 are considered overweight), you’d be doing them a favor by giving them an opportunity for more exercise.

The benefits to you as the parent are perhaps even more enjoyable. First, it attacks the number one complaint I hear from citizens in my role as a city planning commissioner: traffic. Less traffic around the school site also increases safety and means a reduction in the amount of greenhouse gasses emitted, and less air pollution in our valley. Also, it saves you time. Instead of throwing on your clothes and running out to the car in the morning, you can have that extra cup of coffee as your child eagerly awaits the “bus.”

To start this program here in Santa Clarita, parents, site councils, PTAs, PTOs, and school districts would have to work together to create an interest survey, develop the bus routes, and create safety regulations. The result would be a program which makes our neighborhoods safe for our children and reinforces the connection among school, community, and the citizen.

It is a well known fact, backed up by research, that what parents do at home directly affects their children’s performance in school. In particular, if parents read to, and in front of, their young children, and if they spend time having extended conversations with them, the children will develop better reading and critical thinking skills, which are the foundation of their educational experience.

Experts tell us to take time to read to our young children, and to read with them. It is equally important to be seen enjoying reading yourself. In a larger context, we’re talking about creating a more literary environment around the house: having books, magazines, and newspapers available, in plain sight, and using them frequently

It seems so logical when stated in black and white, but practicing this can be difficult. Most parents’ days are filled with their own activities, whether they work outside the home or not, and by the time their children are back from school and dinner’s on the table, they may want nothing more than to collapse in front of the TV. Of course, there is nothing wrong with dumb entertainment, but as a parent, you must be aware that you are constantly being observed. You are the primary role model for your children’s behavior. 

This brings me to my larger point. Guiding your children to success in school is just one job you have as a parent. You can help guide your children to success in relationships by examining your actions within your own relationships at home. Do you show affection, really listen when others speak, and avoid letting your ego take control?

You can guide your children to success as citizens by getting involved with your community and showing them that you care about others. With older children, you can discuss current events and issues in the community. Especially important is demonstrating to them that you care enough about your community to register to vote, and then to consider carefully and discuss with them fully each measure and candidate before casting your ballot. As Gandhi once said, we must be the change we wish to see in the world. That change starts at home.

Selecting the right tutor is the first step toward improving your child’s grades, but, to ensure that the tutoring is successful, parents should communicate regularly with the tutor, providing information and feedback.

Just as your pediatrician needs information about your child’s symptoms and health history, the tutor needs a variety of information to evaluate your child’s needs and to develop a plan. Just as importantly, the tutor will need ongoing feedback, from both the parent and the student. This will allow the tutor to adjust her approach to meet the student’s requirements.

When a parent calls me to discuss tutoring, I ask about the child’s academic history, study skills, general level of confidence, personality and extracurricular interests, as well as learning style and any observed or diagnosed disability. That information guides me in selection of the appropriate tutor. 

I advise parents to begin that first lesson by showing the tutor their child’s homework, completed tests, report cards, IEP, and any other pertinent materials. Experienced tutors are eager for insights that will allow them to quickly assess and effectively address any deficiencies.

It’s important that you discuss your concerns and observations privately with the tutor. This will preserve your child’s dignity and protect his relationship with his tutor.

Prepare your child for tutoring by encouraging her to openly discuss her needs with the tutor. If the pace of the lesson seems to fast for her, for example, she should tell the tutor to slow down. If she hesitates to express herself, pull the tutor aside and share your child’s feedback with the tutor yourself. 

As lessons continue, keep the tutor updated about changes in your child’s daily classroom performance, his grades, study habits, feedback from his teacher, and events that may be affecting the child’s behavior. If the tutoring doesn’t seem to be working, the tutor needs to know right away so he can make adjustments. If that important personal connection just isn’t there, it’s better to change tutors early before your child digs in his heels and decides to resist all outside assistance.

Diane Trautman owns and operates StudyPros In-Home Tutoring at 661-296-9206 and studypros.com.

In our zeal to ensure that our children are competitive with their peers, we tend to forget one essential element of learning: play. To help our kids develop into well-rounded adults, we need to better understand their needs at each age level, and provide appropriate materials, opportunities and encouragement for a variety of play activities.

Babies and toddlers learn about themselves and their place in the world through non-competitive play and repetitive activities. Toddlers generally engage in parallel play (alongside others, but not with them) focusing on their own needs. They are developing physical skills, their attention span, and their intellects.

By preschool, children begin to play with other children. They may imitate rules, but they are more intent on building and creating things than on winning. Through play, they develop and refine motor skills and basic academic skills such as counting, reading, and writing.

During elementary school, children improve their physical coordination and social skills through formal games and those they create on their own. They develop an understanding of word meanings, letter meanings, and numbers through games and riddles.

In late childhood and early adolescence, children are ready for structured games with established rules. They become more socially aware and their focus shifts to their peer groups. As they play and develop their roles in organized activities and groups, they learn how they fit into the social structure.

Playing with information allows children to learn concepts and develop skills in a variety of ways, and take ownership of that information. Events and information that have personal relevance create neural connections that embed information and skills into long-term memory.

We can support our children’s physical, intellectual and emotional growth by providing age-appropriate toys and activities: puzzles and blocks to help with spatial concepts, manipulative substances like clay to explore changes in form, costumes and equipment for imitative play, musical instruments and art materials for creative expression, and equipment for outdoor play. Brain research has shown that physical activity enhances learning, while promoting physical development and coordination.

When we respect the value of play and encourage it in balance with work, we provide fertile ground for education.

Diane Trautman can be reached at StudyPros In-Home Tutoring, 661-296-9206 or studypros.com.

Parents frequently tell me that they can’t help their children with their homework. It may be that they don’t understand the current approach to the subject, but most often it seems the issue is the resistance they face from their son or daughter when they offer help. The child’s hesitancy may be a demonstration of self-sufficiency or it could be a signal that communications have broken down.

Children will argue with their parents. It’s part of growing up. But constant battles erode the relationship and make parent and child perpetual adversaries. We may find ourselves responding emotionally, rather than rationally, and falling into the trap of proving ourselves right rather than teaching the child how to behave in a responsible manner. The latter takes time and patience.

We can establish better communication with our children by scheduling a regular time each day, under calm circumstances, to talk with and listen to them. By putting aside other demands and fully focusing on the child, we demonstrate respect.

Respect is at the heart of a proactive approach to communication called responsive listening, which requires that we approach conversations with a sense of curiosity and a desire to learn. When a statement is made, according to this technique, we respond by restating the comment to show that we’ve understood the intent. We then invite correction or further exploration of the topic, and finally allow time for reflection. We have to be willing to really hear what the other person is saying, and resist the urge to dispute or defend a position.

We should encourage our children to take the lead in initiating a dialogue and watch for non-verbal clues through their body language and facial expressions that can tell us what their words don’t convey. Children don’t always know the underlying reasons for their feelings or actions, but by inviting discussion and remembering that we are their first teachers, we can help them begin to define themselves and find solutions to their problems.

Diane Trautman can be reached at StudyPros In-Home Tutoring, 661-296-9206 or studypros.com.

When children enter junior high school, they often seem to slip off track. They start out well, but their grades decline with each report card. Their backpacks fall into disarray. They forget assignments or fail to turn them in on time. They goof off in class instead of taking notes. Each time you start to discuss grades, your child promises she’ll work harder. They just seem to be lost.

We parents are left wondering how the boy who was an ‘A’ student in primary grades is struggling to maintain ‘C’s in 7th grade. How is it that our daughter is scoring so poorly on her tests when she spends four hours everyday doing homework?

There might be issues with the teacher, or laziness could be part of the problem. Nascent adolescence certainly complicates things. But a recurring theme with junior high students is the lack of effective study skills, including time management, organization, note taking, and test-taking.

What can parents do to help their sons and daughters find their way through the junior high years?

Set aside study time each day regardless of the homework load. Daily review and practice help to reinforce lessons. Even brief periods of study will pay off when the essay is assigned and the tests roll around.

Read books or articles together. Talk about the message, the characters, and the story structure. They’ll be better prepared to organize their own writing and pick out key elements.

Teach your child to assume responsibility for her work and behavior. Resist the urge to do their work for them or rescue them. They need to experience consequences and learn from their mistakes.

Encourage your children to speak with trusted adults about things that are troubling them.  Students need to learn how to ask for help when they need it and feel comfortable doing so.

Recognize that poor performance or bad behavior may mean your child is overwhelmed. Don’t assume that it’s a phase they’ll grow out of. Instead, seek timely help from the teacher or a professional tutor. Before you know it, your child will find their way successfully to high school and beyond.

Diane Trautman owns and operates StudyPros In-Home Tutoring at 661-296-9206 and studypros.com.

In my childhood, my parents organized us around the TV for programs like “My Three Sons” and the “Ed Sullivan Show.” I may not remember much of what I learned of history in 4^th grade, but I can easily recall the lyrics from “Mister Ed.” Not surprisingly, my sons can repeat many advertising slogans for products they’ve seen advertised on television.

The difference between my upbringing and that of my kids is that my husband and I not only spent time watching programs with our children, we took the time to discuss the programs and commercials with them afterwards. We’ve watched our share of fluff programming, but we’ve also enjoyed shows that taught history, science, and other subjects, and we’ve had great conversations about those programs. We’ve also dissected more than a few commercials in the process.

Television viewing can provoke curiosity about new subjects, sending us to the Internet, the library, or a museum for more information. Television and films can inspire us to write a story, paint a picture, or film our own material (as did our younger son when he and a friend created a string of goofy films for their French class). And we can help our children develop verbal and critical thinking skills by asking questions about the characters and the story line, or in the case of commercials, the messages and how they’re conveyed.

The downside to media, including videogames, is that it can mesmerize us and waste precious time that could be spent on homework, friendships, exercise, reading, and general relaxation. It also distorts our idea of reality. Children come away with the idea that they have to look and act like celebrities. Or they become fearful that the world is an unceasingly violent place.

It really is up to us as parents to limit viewing and gaming and to keep lines of communication open with our kids to give them some perspective. Just as we wouldn’t load our kids up with an unending array of junk food, we need to make sure we manage their viewing to help balance their lives.

Sometimes, it takes a few days to break our habits. This might be a good time to get out the board games, get the kids to help you cook their favorite foods, play cards (or even Twister), or just sit out under the stars and dream a little together. 

Tags: family, learning, television

Many parents call me about tutoring as their children’s mid-term or final exams loom on the horizon. “I wish I’d called you earlier, but I just didn’t see this coming,” they’ll say. The pleas typically apply to students at the junior and senior high levels who’ve assured their parents that they could raise their grades by themselves. Frequently, a lack of organization, time management, and study skills are at the root of their problems.

Let’s review some tips to help your child start the school year right and continue on that path. Younger children may still face challenges as they progress to middle school and beyond, but if you establish good habits early, the transitions will be easier. 

Routines are helpful for us all, starting with a regular bedtime schedule. Children need plenty of sleep to help them focus during the day. Healthy foods at regular meal and snack times provide them with the brainpower and energy they need to function well at school and at home. Setting consistent times for study and recreation allows children to concentrate on their homework with the understanding that they’ll have time for fun when they’ve completed their work.

Organizing work will become increasingly important as your child advances. When our sons were in elementary school, I would go through their backpacks with them each day and we would organize their work. Though not perfectly maintained, they did manage to keep their papers and binders fairly neat throughout high school. Likewise, having younger students maintain a log of assignments and due dates will prepare them to better manage the “binder-reminder” books they might use when they get to junior high.

Create a productive workspace with your child’s input. The ideal setting includes a comfortable chair at an uncluttered desk or table with good lighting and minimal distractions. Some children need a quiet atmosphere, while others seem to perform better with music (ideally non-vocal) in the background. Make sure necessary pencils, paper and other supplies are organized and readily available.

Communicate your interest in your child and the importance of education by discussing their schoolwork with them regularly. In fast-paced classes, students can fail to see the value of what they’re learning. When you help them connect their studies to practical applications and encourage enthusiasm for learning, school becomes a training-ground for life, not just daily endurance test.

For more information, contact Diane at dianetrautman@studypros.com

Much has been written lately about bullying in schools, and one item in particular has caught my attention. It talks not just about the bullies and their targets, but about the bystanders as well.

Citing numerous sources, the authors of an article in the latest issue of the journal of the Association for Childhood Education International argue for heightened awareness of bullying and intervention programs on school campuses. Such programs should involve faculty, staff, parents, and students. Adults need to recognize the indicators of bullying, and develop techniques for intervention with the bully, the target, and the bystander. Supervision and discipline must be consistent among all the adults on the campus.

However, most bullying occurs out of view of adults, and in the presence of the target’s peers. When bullying incidents occur, the student bystander has three choices: (1) side with the bully and become an accomplice; (2) support the target and risk becoming a target himself; or, (3) remain silent and live with the shame and guilt. Obviously, none of these choices is acceptable. Bystanders and targets alike need to be taught how to handle bullying.

Targeted students need to express their feelings and receive support. They need to learn how to avoid exposing themselves to bullies by walking to school with a friend, avoiding unsupervised areas, and leaving expensive belongings at home, among other techniques. Such a child should also be taught how to neutralize a bully through confident and assertive behavior and humor.

Student bystanders can be trained to intervene on behalf of the target either during an incident or by reporting it to an adult. They could talk to the bully privately to intervene on behalf of their friend or anonymously report the problem to authorities.

Given the increases in childhood violence, substance abuse, high school dropout rates and suicides in our society, we need to take bullying much more seriously. It isn’t a harmless rite of passage or a passing phase that adults should ignore. It is a physical and emotional assault akin to child abuse, and it disrupts a child’s growth and learning.

For more information, contact Diane Trautman at StudyPros In-Home Tutoring at (661) 296-9206 or studypros.com.