Institute for Learning and Development 2013 Homework: How to Stress Less and Have Success Judith...

Institute for Learning and Development 2013

Homework: How to Stress Less and Have Success

Judith Stein, Ph.D.

[email protected]

Institute for Learning and Development

October 3, 2013


The Institute for Learning and DevelopmentCreating pathways to success for all learners

The Institute for Learning and Development (ILD) is a professional practice that provides psychological and educational services customized to meet the needs of each student.


Outline

• Homework – Why and how much

• Creating a positive emotional climate

• Deciding on your role

• What our children need to be successful with homework – executive function skills

• Strategies that work

• Stress less about homework


Why is homework so stressful?

Busy families; Balancing act

Our expectations don’t match our children’s attitude & behavior

Clash of learning styles and skills

Demands exceed capabilities


Here’s a boy who was bad and his teacher gave him a lot of homework that was very hard. He couldn’t finish it and the next day the teacher gave him even more homework. He tried to finish it all but he just couldn’t. The next day his teacher gave him even more homework and this kept happening until finally, he just couldn’t even START the homework.


Why Homework?Homework provides opportunities for :• practicing skills • applying principles to new situations, problems • learning in “real world” situations at home and in

the community • developing personal initiative, responsibility, and

self direction. • developing critical and creative thinking skills


Homework Policy Grade K – Occasionally Grade 1 – 15 minutes nightly Grade 2 – 20 minutes nightly Grade 3 – 30 minutes nightly Grade 4 – 40 minutes nightly Grade 5 -- 45 minutes nightly


Homework Policy

Grade 6 – 1 hour each night

Grade 7 – 1 ½ hours each night

Grade 8 -- 2 hours each night

High School – homework time = class time per week


Creating a Positive Emotional Climate

• Understanding your child’s learning style and impact of your own style

• Establishing a routine with your child’s input• Letting go of our expectations and a certain

outcome• Make space for mistakes, time wasters, struggles• Approach task with curiosity, compassion,

collaboration


Self Care• Can you identify your own reactions and

re-group before responding?

• Can you be compassionate with yourself?

• Can you be flexible and willing to compromise?


Parent Roles

• Communicator (talking to teachers)

• Organizer (time, place, materials. resources)

• Overseer (monitor progress, completion)

• Encourager (pep talks, rewards)

• Reviewer (editor, checker)

• Assistant (scribe, reader, test)

• Teacher (explain concepts, skills, vocabulary)


What does it take to do homework successfully?

• Time

• Energy

• Motivation

• Mindset

• Academic Skills

• Executive Function Skills


Motivation

Motivation = Expectation of success x Value (interest/importance)


Mindsets Fixed Mindset Growth Mindset

The belief that one’s qualities can’t be changed (e.g., intelligence)

The belief that ones’ qualities can be improved through effort

“I’m not as smart as my peers so I will never do as well as they do”

“I can do better if I learn new strategies and work harder”


Executive Function Processes: What are they?

• Planning

• Organizing

• Prioritizing

• Initiating tasks

• Working memory

• Self-monitoring

• Flexible thinking

• Emotional control Research ILD 2009

Institute for Learning and Development 2013Research ILD 2008

Executive function is the ability to integrate a present awareness with future anticipation and past experience to develop a reasonable plan (accounting for space, time and people) for present action.

Sarah Ward, M.S., CCC/SLP


How are EF processes related to learning?

• Weak EF processes affect areas that require the integration and coordination of multiple subskills such as:

–reading comprehension

–written expression

–math problem solving


How are EF process related to learning?

• Weak EF processes affect areas that require independence and coordination of multiple elements:

– Managing and completing homework

– Long-term projects

– Studying

– Test-taking


Early Elementary3rd Grade Monthly Book Report

ResearchILD 2010

Assignment:

Select a book and read it over the course of a month. Write a summary that fits inside a

whimsical shape.


ResearchILD 2010

3rd Grade Book Report

EF Process Requirement of Assignment

Organizing Remember to bring home materials each day to work, organize a plot summary, organize work on the page, turn in work when done

Planning Break down project into smaller parts, manage time over the course of 4 weeks to finish reading book and finish project

Prioritizing Select book from an array of choices, identify favorite part of the story, differentiate key plot elements from details

Shifting Transition between different parts of the project, shift from main ideas to details while reading & writing, shift from overall goal to parts of project

Working Memory Hold directions in mind while working, sort & evaluate information while reading, hold in memory what has been done & what is left to do

Checking/Self-monitoring

Monitor understanding of the book, keep track of reading pace, edit/proofread written work, check finished product against directions

Emotional control Sustain effort and interest over a long time period, manage frustration, anxiety, & perfectionism


High SchoolMidterm Study Guide for English

Given:

A review sheet one week prior to exam containing literary terms and works of literature read during the semester

Assignment:

Study for midterm exam containing material from September through January

ResearchILD 2010


High School English MidtermEF Process Requirement of Assignment

Organizing Locate and organize all notes, handouts, homework, & tests from the entire semester, create an organized study guide

Planning Break down the task into smaller parts, use a calendar or planner to decide which part to do which day

Prioritizing From notes, handouts, homework, & tests, differentiate which information is the most important to put on study guide

Shifting Shift among different works of literature, sort and evaluate main ideas and details, and try to take perspective of teacher

Working Memory Hold details from several different works of literature in mind while studying, perhaps juggle other subject midterms at the same time

Checking/Self-monitoring

Make sure that have all of the correct information and did not miss any class notes or homework, check to make sure all information is accurate, monitor your understanding to make sure you know it well enough to be tested

Emotional control Sustain effort and interest, cope with test anxiety or perfectionism, manage frustration level if content is difficult

ResearchILD 2010


Dimensions to Considerfor EF Interventions

• Time

• Space

• Materials

• Task Analysis

• Self-assessment and regulation

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What Helps?

• Structure

• Strategies

• Technology

• Outside resources

• Back-up systems


Critical Metacognitive Steps

• Say or verbalize the structure

• Use the structure consistently

• Evaluate the structure: “Is it working, or not?

• Adjust the structure: “How can it be made to work better?

ResearchILD 2010


Are you using your time effectively?

• List assignments in order of priority

• Estimate time each will take

• Use a timer to monitor use of time

• Reflect halfway through: Am I on track?– Do I need to adjust approach?

• Does this work meet teacher’s expectations?

• Check work only ONCE


Estimate and Record Work Time

Subject

Science

Math

English

Social Studies

Estimated Time

45 minutes

30 minutes

1.5 hours

10 minutes

Actual Time

45 minutes

45 minutes

1.25 hours

5 minutes


Have Students Set Mini Goals

ResearchILD 2010

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Jan. 6 7 8

Assignment Given

9 10 11 12

Library research

13

Read and decide topic

14 15 16 17 18

Topic Due

19

20

Begin reading

21 And taking notes

22 23 24 25 26

27 28

Write thesis

29 30

Thesis Due

31 Feb. 1 2

Organize notes

3

Make outline

4

Outline Due

5

Begin writing

6 7 8 9

10

Revise and edit

11 12

Paper Due


P.A.C.K. Strategyfor organization

Purge – remove papers from binders and backpackAccessorize – find organizational tools

that work (iphone;calendar)Categorize – sort and file important papersKeep it up! – set aside time each

week to organize


Templates

• Recording assignments

• Notetaking

• Writing assignments

• Studying

Topic SentenceIntroduce quoteQuoteExplain relevance of quoteConcluding sentence


3-Column Notes – Triple Note Tote

Research ILD 2008


Technology• Take picture of homework; notes• Smart Pens – records as you take notes• Text to Speech software – Voice Dream; ibooks; • Task Management – iprocrastinate (iphone, ipad

or Mac); google calendar (alarms); • Speech to Text – Dragon Dictation• Organization of Writing – Inspiration• Study aids – Quizlet (phone or computer);

Flashcards*


Flexible Thinking


The green reed which bends in the wind is stronger than the mighty oak which breaks in a storm….. Confucius


Strengthen Flexible Thinking

• Riddles (Jar of Riddles)

• How many ways can you use a …pencil, book, cup???

• Create different story endings

• Switch roles in the family

• Board games or sports – switch players/teams

• Games


Emotional Regulation

• Emotional self-regulation is the ability to recognize, modify, and express one’s emotions appropriately


Impact of Emotions

Level of emotional arousal and mood states affect:– Attention– Concentration– Memory– Impulse control– Shifting/Flexibility– Organization– Effort and motivation


Children shut down or explode when….

the demands exceed their capabilities


Changing the Situation

• Make a plan with your child as to how to handle stressful homework

• Encourage breaks when frustration is building

• Give choices for time/place/assistance

• Provide accommodations when needed

• Modify homework as needed


Re-focus Attention

• Shift lens • Distract• Get some distance • Change perspective• Review the facts


Re-frame Experience

• Connect experience with others

• Discuss worst case scenario

• Access past success

• Access strengths

• Visualize success


Immediate Stress Relievers

• Take 3-5 deep breaths • Pay attention to the sounds in the room • Attend to your seat, feet, and hands • Movement – walking, stretching, shoulder

shrugs• Music – listening, singing,• Grounding – press hands together, gently

rub forehead, stroke thighs


Parent Interventions

• Can you reduce demands or change environment?

• Can you shift your child’s focus ?

• Can you re-frame the situation for your child?

• Can you encourage him/her to take a break and to calm down?


Responding to Anxiety

• Help your child label the feeling• Ask your child to rate how strong it is• Encourage him/her to get some distance

from it (give it to a worry doll, put it in a box, imagine it’s in a picture)

• Use a relaxation or calming strategy• Model encouraging self-talk (It’s a false

alarm; I’m safe;I can cope; It will go away soon; I can get help if I need it).


Make a Plan

– What do I need to do?– How will I do it?– What might get in my way? – What strengths do I have that can help?– What can I say to myself to help?– What can I do if I get anxious?


Explicitly Teach Self-talk


Problem: Math anxiety

Thoughts

I can’t do it!

I might get stuck

I won’t finish

It’ll take forever

Feelings

Paralyzed

Overwhelmed

Restless

Worried

Behavior

Daydream

Walk around

Chat with friend

Shut down


Solution: Future templateThoughts

I’ve tried these problems before, I can do it again…

If I get stuck, I can ask for help..

It’s OK if I make a mistake.

Feelings

Calmer

Less worried

Fog has lifted

Behavior

Take deep breath

Get out helpful materials

Look over problems – do easy ones first

Ask for help if stuck.


Worst Case Scenario

• Probability of Feared Outcome?

• 1/20 Fail.

• Impact of Feared Outcome:

• So, I won’t get into …


Responding to Helplessness

• Tasks have to match capabilities

• Tasks have to be broken down into small steps

• Scaffold the experience – model, guide, practice

• Tap into strengths and interests– What does s/he want to learn about?


Responding to Anger

• Identify common triggers• Use an angry scale• Encourage expressing feelings in words or

pictures• Use a calming strategy

(counting, deep breathing, giving away the feelings)

• Go for a walk; walk away• Think about a solution


Firing Up the Frontal Lobes

• Ask a factual question• Be curious about the situation• Quantify the feeling• Collaborate – we can find a solution together• Get some distance from the feeling• Widen or narrow the focus – time and space• Change perspective – what would you say to

a close friend?

Stress Less About Homework

• Enjoy your children and appreciate who they are

• Keep homework in perspective

• Homework doesn’t define who your child is or what the future holds


Institute for Learning and Development 2013 Homework: How to Stress Less and Have Success Judith...

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