A Scholastic Tuneup

29 01 2012

Many teachers will tell you that it’s the middle of the school year when most learning takes place. So, let’s take a quick look at some old and some new ideas for helping young students get the most of their education right now in the heart of the school year.

Some Basics

Rest: Get 8 hours of uninterrupted sleep.  The more consistent, the better.

Eat a large healthy breakfast, like oatmeal and eggs. Don’t skip a meal. And don’t eat high-sugar foods during the day.

Focus: Use any spare class time to work on homework, rather than socializing. If needed, ask to sit away from a friend who can’t stop talking.

Friends: Use recess, passing times, lunch, and before/after school time for socializing.

Drink water throughout the day. Take a water bottle to class.

Move. Don’t skip recess or PE. Exercise helps academic concentration.

Homework: Setup a spot in the home that is quiet and supplied for schoolwork.

Time: Set aside time every night for homework and have an adult available to help if needed. A little exercise right after school is helpful.

Daily Planner: Use a planner to keep track of assignments, tests, quizzes, and project due dates.  Use it in every class, everyday.

Locker: Keep it organized and tidy. Organized students learn more and get better grades.

Something New

Young people will tell you that they think best when they have music on and when they can access their friends with their digital devices. They will tell you that it helps them stay at it, or they will say that they are studying with their friends.  They will swear that they can study better if they multi-task and that their brains are far more alert for longer periods of time.  They will say that studying in a totally quiet, boring place is awful – a death sentence.  They will make you think that their brains are just wired differently.

They are wrong, even though they are convinced that they are right.  In brief, it is true that they are more alert and have more stamina to stay “at it” for hours on end; however, during all that time, they are NOT studying well.  In fact, they are studying very poorly for a really long time because they are constantly distracted.  If your son exclaims, “I studied for five hours last night” then it might be the equivalent of one hour because, first of all, he was only in his room for three hours, and more importantly, he was doing far more texting, surfing, listening to music, and using Facebook than anything academic.  If I sound cynical it is because, as a teacher, I deal with it every day. Sorry kids. You are all wrong on this one.

If you don’t believe that last paragraph, or you just want more on the topic, then go to PBS Frontline: Digital Nation for some excellent video excerpts on the topic.  Many experts say that nobody multitasks as well as they think they can. Perhaps distraction is the problem of the age. It certainly kills more people on the highways than anything else. Perhaps it is killing our academic progress as well.

Some New Tips for the Digital Age

No reading or studying with headphones on. If dead silence is just too awful, then some mellow, quiet instrumental music in the background is acceptable.

No Facebook, texting, or any sort of social media or phone usage during studying or reading time.  In fact, all cellphones, iPods, iPads, or laptops should be turned off and placed in another room, unless they are being used specifically for an assignment.

When studying, don’t just read over the material repeatedly. Retrieve the information. Quiz yourself.

Set a timer for a lengthy study session, and allow a break in between sessions. Maybe 30 minutes on, 5 minutes off. Or 60 minutes of reading, then 15 minutes of social media. The point is to focus on one thing at a time.





Reading Textbooks Well

16 08 2011

Reading a Textbook Well

      How to Read Smarter, not Harder

      When reading a school textbook, a fluent reader will:

 1.  Survey all the titles, headings, vocabulary terms, tables, and questions because he knows that those things hold big clues about the overall purpose and meaning of the text.

2.  Read quickly but carefully, guessing at new words, but not racing to the end or skipping large chunks of text.  He reads as fast he can comprehend.

3.  Decelerate during what feels like an important section of text.

4.  Ask questions about each section: “What was that all about?” and “What new things am I learning here?”  If he can’t answer, then he goes back to re-read the confusing parts.

5.  Answer with great care the questions that go with the text.

  • Study each question very carefully, even more carefully than he reads the text.  If he does not understand the question, he asks the teacher or somebody else for help.
  • Use context to form his answers.  He does not just find the key word in the text and grab a few words next to it. He reads the sentences before and after the key word.
  • Paraphrase answers. He puts answers in own words, rather than just copying exactly what the book says.




Books for Boys

20 12 2010

Finding a well-written, entertaining book for a boy who hates to read is always a challenge.

Woods Runner, by Gary Paulsen, grabs your attention at the get-go. It opens, “One day, it seemed he was eleven and playing in the dirt around the cabin or helping with chores, and the next, he was thirteen, carrying a .40 caliber Pennsylvania flintlock rifle, wearing smoked-buckskin clothing and moccasins, moving through the woods like a knife though water while he tracked deer to bring home to the cabin for meat.”

This is a book for the reluctant male reader.  It is just 164 pages and moves quickly but with plenty of detail in the right places.  It has characters that you root for, conflicts that create tension, and plenty of interesting historical information about everyday life during the Revolutionary War.  Most importantly, the author makes the reader feel the struggle, the pain, and the chaos of the war, with an appropriate amount of detail (not too much for an eleven year old, but not too little for an adult.)  The reader witnesses death, destruction, and disease, as well as heroism that, against all odds, continues to fight for what is good.

Paulsen does not glamorize war.  He shines a light on war’s destructiveness, in which we see the very worst of man’s nature, as well as the very best.  It’s a tense story with a very real conflict that is deeply felt.  To the very end, it is not predictable.  In fact, at several points a long the way, Paulsen shocks the reader with something completely unforeseen yet entirely believable.

The main character, Samuel is an ordinary thirteen-year-old boy whose life is transformed in extraordinary ways. The publisher writes, “Gary Paulsen brings readers into the flesh-and-blood reality of one boy’s struggle in the long and savage war that changed people’s lives in infinite ways.”  It’s best to just read it, without reading the jacket cover or anything.  Is it a sad story? Yes.  Is it full of exciting action? Yes.  Is it deeply depressing and full of despair? No.  Similar to the birth of America, it is a tale of tragedy and triumph.  It is just the sort of book that boys (ages 10-14+) should be reading.  And the values taught within the tale will be tops on anyone’s list: loyalty, perseverance, self-sacrifice for others, resiliency, and resourcefulness.

Some other good books for boys, related to boys surviving difficult obstacles:

Hatchet, by Gary Paulsen

Holes, by Jeff Sachar

Hoot, by Carl Hiassen

The King of Mulberry Street, by Donna Jo Napoli

The Bronze Bow, by Elizabeth George Speare

Percy Jackson and the Olympians (Series) by Rick Riordan

The Secret Benedict Society (Series) by Trenton Lee Stewart

Eragon (Series) by Chris Paolini

On the Edge of the Dark Sea of Darkness (Series) by Andrew Peterson

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Please recommend other great books for 10-14 year old boys in the comment box below.





Twilight – Good Book for Kids?

10 06 2010

Written by a follower of this blog – A mother and teacher of middle schoolers

When parents are faced with their elementary child begging to read a book, they should not deny them that opportunity simply because they’ve “heard” it’s an inappropriate book.  Even worse, parents should NOT just let their kids read anything at all with no supervision. Take the Twilight series that so many elementary-aged girls are reading, for example. It seems that very few adults know much about this book; they’ve just heard some things.
Well, I broke down and started reading Twilight. I’m reading it because I was so surprised to hear two middle school English teachers and the elementary librarian tell me how much they liked it. I asked if it was well written to which they responded with some ambiguity, but then they went on to talk and talk and talk about the story. In some sense, it must hold some kind of merit with regards to writing if it inspired so much conversation.

So they dared me to read it. I didn’t WANT to like it. But I did. I read over half of the book in one sitting.

Read the rest of this entry »








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