resource pack: the ultimate homework diary getting ...the ultimate homework diary teaches children...

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Grahamstown 6140

RESOURCE PACK:

The Ultimate Homework Diary

Getting Organised for Homework (Homework & ADD)

Homework Planner

ADHD Information and Tips

Learning Through Play

Wendy Jane Jarvis MEd (Psych) Wits, BA Hon (Psych) Port Elizabeth,

BPrimEd Durban

EDUCATIONAL PSYCHOLOGIST

Practice No. 086 000 0071579




Grahamstown 6140

The Ultimate Homework Diary The ultimate homework diary teaches children the start of the “in-tray”, “out-tray”, and “filing” system. It is an all-in-one system that allows children to have only one item that they need to remember to take to school and bring home in order to be able to do their homework. The ultimate homework diary includes:

A file

A bulldog clip (to clip in the homework sheet)

A working pencil case which is punched and clipped into the file (This includes pens, pencils, a ruler, eraser, sharpener, one or two coloured pens/pencil crayons, a little notebook and tissues)

Three sections separated by colour-coded dividers (“Work to be Done”, “Completed Work” and “Papers to Save”)

Plastic envelopes in which to place books (preferably the same colour as the colour-coded dividers)

“Study Guides” section Section 1: The “In” tray (Work to be Done) This is the school to home section. Whatever needs to come home from school is placed into this section. As soon as homework is written onto the homework sheet in the front of the file, so the accompanying exercise books, textbook and/or worksheets are packed into the plastic envelope. Newsletters, notices and invitations also go into this section. In this way, all homebound information is put into one envelope and can’t go wandering off. If your child gets lots of homework or has lots of books that need to come home to do homework then you may need one or two more of these envelopes but remember to keep them all the same colour. Section 2: The “Out” tray (Completed Work) This is the home to school section. As soon as each homework task is finished, the exercise book, textbooks and/or worksheets are packed straight back into this section so that they do not get left behind by mistake. Any money, notices and letters for the teacher also go in here so that your child sees them at school the next day and remembers to hand them in.


BPrimEd Durban


Practice No. 086 000 0071579

Section 3: Papers to Save This is the section in which indefinable things are stored like old tests, project instructions and, in general, anything that doesn’t appear to have a specific place. This envelope should be cleared out once a week. If neither you nor your child are sure what to do with the papers that are in this envelope, put them in the “out” tray with a note asking for help from the teacher. Study Guides Study guides, summaries and anything else that can help your child with homework are filed in plastic sleeves at the back of the Ultimate Homework Diary. The reason for this is so that children do not get stuck trying to find out how to spell a word, work out a times table sum, search for the definition of a noun or hunt down the formula for Area in their Maths book. This section is in fact an easy reference section. Examples of things that can be included in the “Study Guides” section include:

A summary page of the 4 Maths computations (i.e. addition, subtraction, multiplication and division);

A Maths tables grid for quick multiplication;

A summary page of shapes and their definitions;

A summary page of mathematical formulas or conversions;

Afrikaans language lists like “meervoude”, verkleinwoorde or “trappe van vergelyking”;

Other language word lists for translations;

Definitions and examples of parts of speech (nouns, verbs, adjectives, etc); and

Study summaries. The Ultimate Homework Diary is structured but simple. It centralises and organises the bits and pieces of information that continuously bombard your child instead of fragmenting them further. In short they are exceptional and no child should be without one. Handy hints Discuss the use of an Ultimate Homework Diary with your child’s teacher first. Don’t make one and send your child along to explain this new fangled device to the teacher with no forewarning . The diaries can be adapted to suit your child’s specific needs and to fit the requirements of the school (i.e. if the school insists that your child uses their specific homework diary then this can be clipped into the front of the file instead of using a homework sheet. A smaller version of the homework sheet can be copied and glued into the diary). In the beginning, help your child understand how to use the diary but gradually give the

responsibility over to your child because the ultimate goal of the Ultimate Homework

Diary is to develop your child’s planning and organisational skills and to teach them to

become more independent with regards to their work.




Grahamstown 6140

Getting Organised for Homework (Homework and ADD)

Homework is a nightmare for learners with attention difficulties, their parents and even the teacher as it is usually never done or, if it is done, then it is lost or left at home. Homework is an extremely complicated task that requires a tremendous amount of planning and organisation in order to be completed successfully. Parents and teachers are often unaware of this fact and think that the child has been set a simple task. They then can’t understand why the child can’t do it and often end up fighting with or punishing the child when it is not done. How complicated is homework? Homework involves the following steps: 1. Realising that a task has been given;

2. Understanding the task;

3. Recording the task accurately;

4. Understanding how to perform the task correctly;

5. Checking that you have the correct books and materials to complete the task;

6. Arriving at home with the books and materials;

7. Beginning the task;

8. Completing the task;

9. Checking that the work is neat and accurate;

10. Putting the completed work in a safe place to return the next day;

11. Taking the completed work back to school;

12. Arriving in class with the completed work; and

13. Handing the work in on time. (John F Taylor, Ph.D)

How to get organized for homework

1. Have a specific place where homework gets done every day. This must not be the kitchen or dining table. The best place is usually the child’s bedroom.


BPrimEd Durban


Practice No. 086 000 0071579

2. Ensure that the room is quiet and distraction free. Keep other siblings out of the room if possible and create white noise using music on a CD player (classical music is still the best!) 3. Have a desk, preferably with two or three drawers for the child to work at. A bed is not a suitable place to do homework! Stock the top drawer with a spare set of stationery and keep blank paper (white and coloured) in the second drawer. If you have a third drawer then this is a good place to keep things such as dictionaries and atlases. 4. Keep the desk free of any distractions. This includes things such as ornaments, photographs, extra stationery, etc. Also no television on during homework time. 5. Frame the child’s actual working area. Clipboards are also very useful. 6. Check that the lighting in the room is good. 7. Have a set time to do homework. This does not have to be the same time everyday but every Monday should be at the same time, every Tuesday, etc. Use a weekly planner to organise this. (These will change each term as the extramural activities change.) 8. Have a work before play rule but allow the child to have a break after school before starting homework. 9. Stick to the homework times. 10. Have breaks during the homework session (i.e. work smart not long.) Encourage children to get something to drink, go to the toilet or check their cell phone messages during the break rather than getting up every five minutes. You can use a stopwatch or timer to time work sessions and breaks if necessary. 11. Segment tasks (i.e. break them up into smaller more manageable bits). It is better for a child to do a small amount of work well rather than lots badly. If a child has ten sums for Maths for example, it is better to let the child do five sums and then one or two other tasks before having a break and then after the break he/she can complete the other five sums. 12. Stagger tasks (i.e. let the child categorise the work as fun or boring, easy or difficult and then alternate between doing something fun/easy and boring/difficult). Always start the homework session with something that is fun or easy. If you start with something difficult, the child may become bogged down in the task and this will make him/her cross or grumpy and he/she will not feel like doing anything else. If they start with something fun or easy and they finish it quickly, they will be more motivated to continue with the next task. 13. Have irregular check-ins. Pop past the child’s room and check that they are still on task. 14. Always make sure that the child understands the work. You cannot complete a task or learn something if you do not understand it. It also helps if the child can see the relevance of the task to their daily lives. 15. Encourage your child to pair up with a study buddy. The teacher and the parents may have to assist with this.




Grahamstown 6140

ADHD (Some useful information and tips)

INTRODUCTION ADHD with or without hyperactivity is a real disorder. The name may be confusing as it tends to indicate that the person diagnosed with this difficulty cannot concentrate at all (i.e. has an attention deficit) and that it is so bad that they are disordered. This is not always the case. Some people with ADHD can concentrate extremely well in certain situations but not in others. Many of them are also not dysfunctional and manage to cope well in the mainstream schooling system but, almost all of them underachieve whilst at school. If one needs to give this difficulty a label, then it would be better or more meaningful to say that the person has attention priority difficulties and not an attention deficit. Very often the priority of focus for someone with an attention difficulty is not the same as that required by their parent and, even more often, not the priority required by the teacher or therapist. For example, when a teacher wants the child to focus on Mathematics, the child is concentrating on who is walking past the classroom or on sharpening all the pencils in his pencil case. It is not that the child is not concentrating; he is just concentrating on something different! Needless to say, this causes a number of problems at home, in the classroom and in the therapy environment. ADHD is both over and under diagnosed. Many children who do not have it are diagnosed with it, and many who do have it are missed or only picked up much later in the schooling system and as a result, develop many gaps in their learning. It is really important that this difficulty is picked up early as for every year that we wait to treat it, a child’s development can be delayed by as much as three years. Many people ask the question, “Why is ADHD so much more prevalent today?” Sometimes it feels as if every second child is being diagnosed with this difficulty. ADHD appears to be more prevalent today as it is the most researched childhood disorder so we are more aware and have more knowledge with regards to the difficulty. As a result, many children who would have been missed are now being identified and helped. Also today, there is a greater demand for output in schools, particularly written output. When you put a pen or pencil in an ADHD child’s hand things start to fall apart. Written work takes a tremendous amount of effort and sustained focused, something which ADHD


BPrimEd Durban


Practice No. 086 000 0071579

children are not good at. This is why we are seeing a higher prevalence today. In other words, society’s demands have caused the higher prevalence. Schools today are just not ADHD friendly!

WHAT IS ADHD? There are four main features of attention difficulties:

Hyperactivity;

Inattention;

Impulsivity; and

Distractibility. The hyperactivity is the most visible and often most stressed symptom but it is important to note that not all individuals with attention difficulties present with hyperactivity. Some may be only slightly restless or fidgety and others do not appear to have any of these symptoms but they may talk constantly. This is often seen in girls. Hyperactivity, together with the impulsivity and distractibility, are responsible for most of the behavioural difficulties that are associated with an attention difficulty and are, therefore, the main focus for treatment. The distractibility often results in difficulty distinguishing foreground (i.e. what is important) from background stimuli (that which is not really important). What happens is that the child reacts to all stimuli and becomes distracted. As a result, many children with attention difficulties are intolerant of loud noises. The inattention or concentration difficulty is not as apparent as the other three features but is by far the most disabling feature. It is also the most difficult to measure. A child is usually not aware of the fact that he is unable to concentrate as he has always had the problem. Parents are also often hesitant to accept the diagnosis as they have seen their child concentrating well on certain activities for long periods of time. It is important to note that very few children with attention difficulties are totally unable to concentrate. Rather, they find it difficult to concentrate on demand and also extremely difficult to sustain their attention unless an activity interests them. Although this applies to some extent to everyone, children with attention difficulties are unable to remain focused when a task is repetitive or when they perceive a task to be boring. No amount of shouting, threatening, pleading or bribing can force their brain to remain focused on the task without becoming distracted.

RED FLAG INDICATORS Apart from the common symptoms of hyperactivity, inattention, impulsivity and distractibility, you may see some other red flag indicators. These include:

Lots of incomplete work (start many things, finish very few); Slow work pace (or erratic work pace); Deterioration in standard of work over time and with repetition; Lots of careless mistakes (often get more difficult items correct and simpler ones

incorrect or some answers in the middle incorrect and refocus at the end);

Fluctuating quality of handwriting (like more than one child has written in the book);

Often poor listeners; Require lots of supervision or one-on-one attention; Often have stronger verbal ability compared to written work; Mind often goes on a tangent and conversations are difficult to follow or answers

are off the point;

Results often do not equal apparent ability; Extremes of emotions; Procrastination; Boredom.

IMPACT ON LEARNING Attention difficulties can be associated with a specific learning style. If a child perceives something to be novel or interesting then he can concentrate extremely well, often better than a child who does not have attention difficulties. He goes into what is called “hyperfocus” and nothing distracts him from the task at hand; not hunger, not thirst, not the fact that he may be getting hot or cold, not outside noises and not even the fact that his bladder may be getting full. However, if something is boring or repetitive his brain shuts down or looks for something else to focus on (i.e. gets distracted). In other words, a child with attention difficulties learns when something is fun, when there is variety in the work and via something called delayed repetition (i.e. when allowed to do a little bit of a task now and some more later on). This is obviously not how our schooling systems work. Bells ring and children are forced to focus on one subject for a specified amount of time, usually half an hour to an hour. This is why children with attention difficulties struggle so much in the schooling system and often underperform. It is also why they often have to be medicated.

TREATMENT It is now far more accepted that a multimodal approach, rather than a purely medical approach, is the best way of treating someone with attention difficulties. This treatment needs to involve a three-prong approach: 1. Behaviour Modification Intervention To address things such as planning and organisational difficulties, routines, homework and study skills and discipline issues.

2. Educational Intervention To address any gaps in a child’s learning that have resulted due to the attention difficulties.

3. Medical Intervention This also involves a three-prong approach and includes looking at things such as supplements, diet and actual medication.

CONCLUSION It is important to note that not all children with ADHD need to be medicated. If they show symptoms but no signs of impairment, then medication is not required. Remember that ADHD is not an emergency diagnosis, so if you are not sure then wait. If you are sure and the child is showing signs of impairment, then medication is often the only thing that addresses the problem quickly. But remember, even if you see fantastic results on the medication, this must not be used as the sole treatment. Do not always opt for the quick fix. Behaviour modification and/or parental counseling also form a critical part of the treatment. Diet can also play a significant role in helping to manage some of the symptoms.

And finally, as teachers and therapists, remember that ADHD is not a disability. It is

merely a different learning style. These children are not trying to be difficult. Their

learning style is often not being accommodated in the classroom or therapy setting.

They may require extra assistance and, definitely, far more patience but if they can

survive 12 years of a schooling system that does not suit the way that their brains like

to work with their self-esteem intact, they very often turn out to be wonderfully creative

and inventive people who improve our world!




Grahamstown 6140

LEARNING THROUGH PLAY

(Helping Children with ADHD to Learn the Boring Things such as

Spelling, Reading, Times Tables and Bonds)

Games are a wonderful way to learn skills such as spelling, language related skills (such as

parts of speech, similes, homonyms, etc), times tables and bonds. Studying can even be

made fun through the use of games. Games are, however, not only useful to teach these

skills but are also invaluable for the repetition necessary for developing automaticity and,

therefore, fluency and speed of these skills. Repetition is BORING and most children are not

motivated to learn in this way, particularly those with barriers to their learning. This is

especially true of children with ADHD who lose focus easily and who need lots of variety and

novelty to keep them stimulated. If something is fun and interesting it will hold their attention

for a lot longer than something that they find boring. Learning by rote can be very boring but

certain things need to be drilled in order for us to learn them. How we drill these skills,

however, does not have to be boring. Learning one’s spelling words by seeing them over

and over again whilst playing a game such as Snap or Bingo or revising the times tables by

playing with dice or a pack of cards is definitely not boring. In fact, children will often play

these types of games for longer than the adult supervising their homework ever dreamed

was possible. Games not only allow for effortless repetition but also enhance the relationship

between children and their parents and teachers; something that rote learning can never do.

There are numerous benefits to learning through games. These include:

Improving planning and strategising skills;

Developing auditory perceptual skills;

Developing visual perceptual skills;


BPrimEd Durban


Practice No. 086 000 0071579

Depending on the activity, underlying simultaneous and successive processing skills can also be developed;

Curbing impulsivity;

Improving accuracy and speed of recognising/processing information which will improve overall school-based performance;

Improved tolerance as work is done co-operatively;

Developed sense of turn taking in a social situation;

Improved ability to follow instructions;

Attention to the importance of rules;

Winning and losing graciously;

Reduced anxiety;

Improved motivation and participation; and

Frequent opportunity for a weaker learner to experience some feelings of success and mastery.

Imagine achieving all of the above and seeing an improvement in a child’s reading, spelling

and mathematical skills (or any other educational skills for that matter). This is possible

through the medium of games.

Before starting it is important to note that many children:

Do not learn via repetition.

Become bored easily.

Focus when something is novel or interesting.

Focus when something is fun.

Love variety.

Benefit from delayed repetition.

So how do we add fun and variety to children learning?

By being creative with your materials.

By playing lots of games.

MATERIALS

It is important to introduce lots of colour and different mediums to enhance children’s

learning. Stock up with many different coloured pens, pencils, khoki pens, wax crayons, glue

pens, stamps and magnetic numbers and letters and watch your children enjoy writing on

various surfaces such as:

Coloured paper;

Blackboards;

Whiteboards;

The fridge (using magnetic numbers and letters or non-permanent pens);

The bath (using bath crayons or shaving cream);

Sandpits;

Flour in a plastic container;

Sand or salt in a plastic container;

Velvet material;

Sandpaper;

The newspaper; and

Their own bodies (especially on their arms or backs).

GAMES

Games are relatively inexpensive and easy to make. The five games that will form the main

focus of this workshop are:

1. Board games 2. Snap 3. Pick up pairs 4. Bingo 5. Matching game (using the Bingo grid)

These games can be used to consolidate a number of skills starting in nursery school and

going all the way through primary school. Some ideas include:

Building vocabulary (using pictures);

Shapes, colours, numbers and letters,

Beginning, middle and end sounds in words (using pictures);

Rhyming words,

Reading and spelling words,

Bonds and times tables;

Maths vocabulary;

Language skills such as parts of speech, opposites, plurals, synonyms, homonyms, etc;

Translations (e.g. English to Afrikaans);

Study questions.

Before you start, you will need to make your working cards. These cards include the skill you

want to teach.

(Some examples of working cards are included on the next page)

Ideas for working cards

THE ACTUAL GAMES

How to play:

Board Games

Snakes and Ladders

Ludo

Brain Gain

Monopoly

Any other commercial board games

Children to make own board games

Snap

Use pictures, words, sounds, numbers, bonds, colours, shapes, rhyming words, spelling words, reading words, language skills, visual perceptual skills (e.g. closure, discrimination), times tables, translations, etc…

Pick up Pairs/Memory Game


Bingo and Matching Game using the Bingo grid


OTHER USEFUL GAMES THAT ARE EASY TO MAKE OR USE

Fortune Tellers / Chatterboxes

Spelling words and numbers

Dice

Biggest, smallest, equal to

Add the dice

Subtract the dice

Multiply the dice Best of 3

Play board games using two dice

Cards

Snap

Rummy

Pick up pairs

Biggest, smallest, equal to

Add the cards

Subtract the cards

Multiply the cards

21

Go Fish

Old Maid

Any other card games

Battleships

Ships – visual perceptual

Words

Dominoes

Pictures

Numbers

Words

Language skills (e.g. plurals, parts of speech, compound words, opposites, similes)

Pick up Sticks

Fine motor skills

Planning

Visual discrimination (colour sorting)

Mathematics

A few other recommended commercial games which meet educational objectives:

Scrabble

Uno

Trump cards

Boggle

Zingo

Twister

Mastermind

Tri-ominoes

Guess Who?

30 Seconds

Pictionary

Play any of the games discussed in the workshop and the end result will be children that are

not only learning but having fun whilst doing so and building their self confidence and self-

esteem at the same time.

HAVE FUN.

resource pack: the ultimate homework diary getting ...the ultimate homework diary teaches children...

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