Tag Archives: teaching tip

When A Student Avoids School Work

 

Recently a client’s father was concerned. His child was avoiding schoolwork and becoming very anxious when it was time to complete school or homework. He was at a loss as to why this was happening.  So we had a chat about the patterns of behavior and ways to help.

When kids refuse to complete a school task there is always a reason. No, it is not because they are “lazy” or “bad”. It may take some digging, but finding out why this is happening can help you set up a plan to help your child.

Is there a trigger in the schoolwork?

Sometimes children are unable to complete a task because it is considered gross, scary, or has a topic/word they feel uncomfortable around. Adjust the assignment when possible. If writing about ducks triggers a child, change the topic to a different animal. If writing by hand is a trigger because it hurts or feels weird due to sensory issues, then allow typing or allow the child to speak the words instead.

Image courtesy of renjith krishnan at FreeDigitalPhotos.net

 

Is executive functioning an issue?

Executive functioning skills must be strong in order for children to complete multi-step tasks, especially if they must figure out the steps to complete a task. If a child needs to write an essay, they will need to come up with a topic, outline the main idea and details, create sentences, edit the writing, then turn it in. This can be an overwhelming task if executive functioning skills are not yet strong. Help by sitting together to make a to do list, in order, for the activity. Break the task into different hours or days. Do something fun in between as well to have a break from the difficult task.

Is there anxiety because it is a new task?

Many times people become worried or anxious over a new task. This can occur for clear reasons or simply be a feeling with no clear reason. Either way, it is important to recognize the anxiety and how bad that feels. Ask how you can help. Offer alternatives when possible such as a different topic, different way to show understanding of the material, and offer a longer amount of time in which to complete each stage of the task.

Is there anxiety because someone is demanding the child complete the assignment?

When someone appears oppositional it may be due to anxiety, Pathological Demand Avoidance, or Oppositional Defiance Disorder, as well as other reasons such as feeling ill. Be a teammate rather than someone who demands immediate compliance. What steps can you take together to assist without doing the work for the child? Will taking short breaks in between every 3 sentences written help? Will drawing work more easily than cutting and gluing a project? Think outside of the box if possible. Give time between a task and the completion time for a task. Consider writing it down or using graphics and pictures to show what to do in steps, then give time to complete the task. Pressing the issue and repeating oneself to a child can build pressure in the child and trigger a feeling of unworthiness, anxiety, or even opposition in some kids.

Does the child not see the value in the activity?

Sometimes people need to see the link to everyday life or their goals before a task seems worthwhile. Consider using hands-on activities, creative presentation options, mentorships, real life experience through field trips, etc. These activities can help students see why topics such as division are necessary to their every day lives and motivate them to tolerate or willingly ask to practice life skills and academic activities. Sometimes a new perspective or having someone who is not mom or dad say that a topic is important can help as well. AN internship may be an additional step if a mentorship is working well for your child.

Is distraction happening even when the child is interested?

Distractions can cause a  lot of stress for teacher and student, parent and child, leaving everyone stressed and tired. Consider adding in a favorite type of music at a low volume if our child works better with background noise, but consider taking away sounds like tv or music if they distract. You may want to try using a white noise machine or headphones to block sounds, depending on if your child does better with or without background noise. Remember that becoming distracted easily is not usually something a child can control so punishment and anger will not solve this issue. Take a breath, or 10, then come back to the issue and help your child get back on task. If a task is taking a long time, consider completing the task in short bursts of time. Break down the task. You can also talk to your health care provider if you are concerned about a special need being present and request a referral for testing. If there is a special need, there may be medical and therapy alternatives available to assist your child. This is your choice and I cannot recommend that you do or do not. However, if concerned, consider this option.

Helping our children become life-long learners can be a challenge. Sometimes things do not go as planned, Instead of becoming agitated because our children are seemingly not listening, let’s consider why their tasks are not being completed and work with them to solve these issues. Alfie Kohn and Dr. Ross Green have fantastic books which address some of these issues.

 

For evaluations and consultations, contact Melissa, The Reading Coach!

Melissa Packwood, M.S. Ed. Photograph by Alexandra Islas

Melissa Packwood, M.S. Ed.
Photograph by Alexandra Islas

 

I earned my master’s degree in reading and literacy as well as an ESE graduate certificate. I hold a current teaching certificate and am working on my dissertation for my PHD in general psychology. As a consultant and reading coach, I focus on early childhood education, elementary education, reading and literacy, study skills, thematic units, and social skills. Additional services include public speaking, transcript preparation, and more. I look forward to putting my teaching experience and degrees to work for you.

Please contact me with questions or to request services.

You can also contact Melissa, The Reading Coach at 407-712-4368

Teaching Tip: Helping a Reluctant Writer

Writing is about more than getting the words on paper. Sometimes students struggle with anxiety over “getting it right” and meeting expectations. The anxiety or fear of failure may prevent them from beginning a writing project. We can ease this stress by allowing flexible assignments, flexible presentation, and by backing off on other concerns (like grammar). Get back to the basics and focus on getting the story out instead of focusing on getting the story put on paper immediately and without mistakes. Below are nine of my favorite tips which may help your reluctant writers.

writer

  1. One way to help a student who struggles with writing is to use a frame. A frame creates part of a sentence while allowing the student to personalized the rest.

I feel _____ when I hear my favorite song.

The dog ________.

Yesterday I ______.

 

  1. Another way to support your struggling writers is to create lists. Have your class sit down and brainstorm lists of adverbs, adjectives, and other words that they may forget to use. Make lists of words that are more exciting than the typical “good”, “happy”, “mad”, “okay”. Make sure the lists are displayed in your room and also in each student’s writing notebook or folder for easy access. When a sentence seems short or less than interesting, ask the students to add one or more words form the lists to help create a more exciting sentence.

I saw a dog run.

I saw a fat collie jump and run across the field.

  1. Use a recording. Have your student speak the story while record it using a digital recorder or computer program. Then, when it is time to write, the student can listen as many times as needed while writing down the information.
  2. Act as a scribe for your students. Write what they say. Now they can read or write the information anytime.
  3. Use flexible presentation options. For example, allow the student to write a play instead of a typical composition. You could also allow the student to retell the story using felt boards, puppets, or a pretend campfire setting.
  4. Type it out. Use a computer or tablet instead of paper and pencil. If motor skills are a concern, this can help alleviate the extra stress that occurs because the student’s hands don’t work as neatly or quickly as he would like.
  5. Use a topic the student knows about or is fascinated with. This will encourage the student to be vested in learning and sharing information.
  6. Don’t rush the timeline. Good writers might complete an entire story in one day. However, most writers spend days, weeks, or longer to create their work.
  7. Use examples. Have you ever tried to create a new meal without a recipe? It’s nearly impossible without help. Our students need us to share examples with them so they know what good, quality writing looks like. Examples can come from trade books, textbooks, the Internet, and more. Make a habit out of discussing writing practice as you come across them in class.