Autism Awareness Month: Advice for the Classroom

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April is Autism Awareness Month. One of the more mysterious developmental disabilities, Autism Spectrum Disorder presents itself in many different ways from child to child. In an effort to raise awareness about the many learning styles of students with autism and effectively support them, it is important that educators receive valuable, current information and strategies to help empower students in the classroom. With diagnostic data indicating a rising rate of more than 1 in 70 births, it is likely that this information is vital for parents and educators.

No two students with autism are alike. This disability is unique in the sense that it manifests differently from person to person. The age of onset varies, as well, with most children exhibiting symptoms by age three. However, there are some consistent findings: boys are almost four times more likely to have autism, and language regression and sensory sensitivity are often the first reported signs or symptoms.

Because early intervention is paramount for treating and managing an autism diagnosis, students in your classroom that are affected by autism are likely to have certain routines or practices already in place. The key then becomes streamlining the successful practices and strategies from home into the classroom environment. Be proactive when asking parents about successful strategies that they implement at home. Be sure to make contact with families early in the school year to ensure that the classroom transition is smooth. As much as possible, reinforce the successful practices from home in your classroom. The more consistency that your students experience, the better. Parents are a teacher’s greatest assets when finding ways to best serve your students.

Plan to maintain consistent and positive communication with parents of your students with special needs. Parents of a child with autism may be hesitant or anxious about their child’s acclimation to a new classroom environment. This is 100 percent understandable, as some past experiences may have been unfortunate or stressful for the child. Put parents at ease by maintaining a communicative relationship—one based on positivity and growth. Of course, weekly reports may vary in positivity, but remember to lead with the pros. What did the student do well this week? What growth have you seen of late? What social milestones did you witness in class or at recess? And so on.

Since students with autism frequently experience a sensitivity to sensory stimuli, teachers should be sure to maintain a calm and consistent environment. This is much easier said than done, however. A classroom of 35 boisterous children does not necessarily lend itself to calm and consistent. In an effort to best accommodate your students with special needs, consider keeping a cozy corner or quiet spot in the classroom. Use cushions, pillows, and bookcases to create a somewhat private “cool down” area if a student is experiencing stress from the classroom. Bright lights or darkness, loud noises, commotion, or unexpected changes in the routine, like a fire drill, can totally throw students with sensory sensitivity for a loop. Students on the spectrum are most comfortable when routines are maintained and expectations are met. So consider giving your student a heads-up if the daily norm is going to be disrupted. Knowing what is to come is immensely helpful for students that rely on continuity.

Be careful about praise, criticism, and sarcasm. Generally speaking, sarcasm should be avoided in the elementary classroom because of the students’ inability to read those cues. However, with students on the spectrum, sarcasm and dry humor can be even more confusing or misleading. Similarly, comments of support, praise, or reassurance may actually come across quite differently, depending on a student’s social perceptions. Be careful when recognizing a student’s achievements. Some may loathe the limelight and attention. If you know that your student is particularly shy, consider writing him a congratulatory letter, or recognizing his accomplishment in a small group of his friends.

Stress Awareness Month: How to Lower Stress Levels in the Classroom

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Stress in the classroom is all too familiar to a teacher. Someone once likened teaching to monitoring 30+ open, blinking tabs on a computer screen, while juggling and reciting Shakespeare. This comparison seems fairly accurate a lot of the time. So, if the adult in the room is feeling the stress, how do you think the students are feeling? Not so surprisingly, American children are sadly experiencing chronic stress in and out of the classroom. In fact, data indicates that pharmaceutical use for children with emotional disorders has risen to an alarming rate, as has the suicide rate for adolescents. We know from our own personal experiences that mounting stress has an enormous ripple effect on our day-to-day lives. Sleeping patterns, eating habits, productivity, concentration, academics, social/emotional well-being—all of these factors are very much correlated to stress levels. Seeing as teachers spend much of the day interacting closely with students, it then becomes our responsibility to not only teach, but also monitor the emotional well-being of our students.

The solution to stress in children should not begin by managing stressors once they have reached their peak, but rather helping students avoid getting to that point of eruption. Here are a few tips to help teachers take a proactive approach to stress:

Allow time for homework, large assignments, projects, or conferencing during class. Yes, this down time is likely not a central part of the scripted curriculum. However, with pockets of down time, students can not only practice multi-tasking, self-reflection, and peer conferencing, but they can also use this time as a moment to simply breathe. The typical middle schooler has anywhere from five to eight core classes during the day. With only a break for lunch and the rushed locker visits between classes, it is no wonder why middle schools are reporting an increase in stress levels, visits to the counseling office, and absenteeism. A simple 10-15 minutes of class every other day to pause, organize, reflect, or ponder could be a very necessary practice to employ if students are visibly stressed. Often times, adolescents’ stress levels mount when they feel incapable of maintaining the balancing act. To avoid this, allow class time every once in a while to simply have students get their bearings. These pockets of time can be used for anything—a school project, extra math practice, reading, or simply organizing. The key here is that the time is used to keep that overbooked sense of urgency at bay.

Encourage feedback on how your students are managing their schoolwork. Explicitly discuss what assignments, assessments, or projects are consuming the most time outside of school. Inquire about how long it took the average student to complete last weekend’s homework. Often times, what teachers consider to be “simply extra practice” can end up being a student’s sleepless night. Perhaps you may give anonymous monthly surveys to gauge how stressed your students are. But don’t just collect the data—use it to plan how you and other colleagues can minimize the impact that school stress is having on students.

Be flexible when a student is visibly struggling. If you know that a student is having a personal struggle at home, or if he has been out sick for several days, consider excusing the student from any assignments that are simply review items or filler homework. Of course, most assignments are (hopefully) central to the learning objectives of the class. For these tasks, provide extra help or one-on-one assistance so that your student does not feel burdened with the piles of make-up work. Similarly, be lenient with due dates—as teachers, we can easily tell the difference between a student who desperately needs more time and one that is milking absences.

Think of outlets for stress. In the same way that we hit the gym to expel the stress of the day, allow your students to explore options to clear their minds and bodies of any angst. If a walk to the water fountain before a big test keeps the jitters at bay, make that a routine. Or, have a stress ball or fidget collection to occupy nervous hands during class. When said task/test/lesson is over, acknowledge your students’ concentration, tenacity, and composure.  

 

Stress Awareness Month: How Parents Can Monitor and Manage a Child’s Stress Level

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Adults are all too familiar with the concept of stress—we live with it almost every day to some extent. Not so surprisingly, American children are sadly experiencing chronic stress as well. In fact, data indicates that pharmaceutical use for children with emotional disorders has risen to an alarming rate, as has the suicide rate for adolescents. We know from our own personal experiences that mounting stress has an enormous ripple effect on our day-to-day lives. Sleeping patterns, eating habits, productivity, social/emotional well-being—all of these factors are very much correlated to stress levels. If we adults sometimes find ourselves in the weeds when it comes to stress, how can we expect children to react to an increase in stress?

The solution to stress in children should not involve managing stressors once they have reached their peak, but rather helping children avoid getting to that point of eruption. Here are a few tips to help parents take a proactive approach to stress:

Pack the schedule with pockets of “downtime,” as opposed to more activities. Of course children yearn to participate, whether it be dance class, soccer practice, after-school camp, science club, etc. This enthusiasm should not be discouraged, but it is a parent’s job to manage a realistic schedule and to keep it manageable. Yes, things will pop up—parties or sleepovers or field trips will emerge from the woodwork. However, downtime is essential for children to maintain their mental health. Often times, a child or adolescent’s stress levels mount when they feel incapable of maintaining the balancing act. To avoid this, allow time in the family’s daily schedule to do absolutely nothing. These pockets of time can be used for anything—a school project, extra violin practice, reading, or simply relaxing. The key here is that the time is used to keep that overbooked sense of urgency at bay.

Explicitly discuss stress and where it comes from. The more your teen recognizes where and when his or her stress emerges, the better equipped he or she will be able to anticipate and circumvent the stressor. For instance, if procrastination or last-minute rushing is the catalyst, teach time management strategies and how to plan ahead.

Similarly, if you know your child’s stressors, help him or her to prepare for upcoming events that might cause anxiety or stress. If you know that your child despises the dentist, give him or her a heads-up about an upcoming appointment. Explain that nervous feelings are valid, but that the pros of going to the dentist far exceed the temporary uneasiness.

Think of outlets for stress. In the same way that we hit the gym to expel the stress of the day, allow your child to explore options to clear his or her mind and body of any angst. If a walk around the block the morning before an important recital keeps the jitters at bay, make that a routine. Or, bring a stress ball to the dreaded dentist appointment. When said event is over, celebrate your child’s bravery, tenacity, and composure.

International Ask a Question Day: Tricks to Try at Home

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Befittingly falling on Albert Einstein’s birthday, International Ask a Question Day is meant to encourage inquiry. As parents, you know how curious and naturally inquisitive children can be.  Asking and answering questions is the best way to quench that thirst for information. So besides the go-to, “How was school today?” how else can parents encourage children to practice questioning and answering at home? And, why is the simple practice of asking questions so important to academics?

Depending on your child’s age, he or she may have a smartphone or tablet. These technologies are sometimes seen as distractions when it comes to academics. However, the educational apps available now are greatly beneficial when it comes to asking or answering questions. Apps such as VideoNot.es and Notability allow users to interact with digital or video content while taking notes on a split screen. This is especially helpful if your child struggles with handwriting; instead, children can easily type questions or observations while working through the material. These VideoNot.es will automatically save any notes or questions into a Google doc, as well, keeping all of your child’s questions saved and organized.

Encourage dinnertime questions by discussing a new topic of interest, something that will spur conversation and curiosity. Ask questions like, “If you could travel anywhere in the world tomorrow, where would you go?” But, don’t just stop there—prod for more information like, “Why that location over somewhere else?” “Who would you take with you and why?” “What types of items would you need to pack?” These questions not only give your child an opportunity to share his or her personal preferences, but they also encourage a higher level of reasoning and explanation.

Another dinner table game is the well-known party game “just questions” in which everyone is only able to communicate using interrogative statements. This improv theater exercise encourages children to practice consciously phrasing and rephrasing questions. Participants must think on their toes and apply knowledge of appropriate word choice and sentence structures in order to continue the conversation.

After a bedtime story prompt your child with broad questions like, “Who is the main character in the story?” Then, elevate the level of inquiry from there. Kick that question up a notch by adding another component or more complex level of thinking. For instance, you might change the original question about the main character to, “What does the main character say or do that shows us his personality?” This practice subtly adds a layer of deeper analysis to the initial, more general question.

There is no doubt about it—inquiry is a lifelong practice that spans far outside the realm of the classroom. The ability to ask questions, gather relevant information, and formulate answers is an exercise that will benefit children and teens, not only as they navigate through their schooling, but as they enter adulthood and the workforce, as well. It seems like an obvious and simple skill—especially since children are so eager to ask questions—however, elevating the exercise of asking and answering questions is something that can steadily enhance engagement and learning.  

Tips to Improve Reading at Home

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The benefits of fostering a love of reading at home are seemingly endless. Not only will this hobby have an inevitable positive effect on learning and academics, but strong readers also experience other lesser known benefits.  Avid reading builds study habits and improves linguistic skills, vocabulary, comprehension, analytical thinking and writing. Reading is also beneficial for reducing stress and strengthening memory. With such a vast array of benefits, reading at home should definitely be part of the regular routine.

Turn nightly reading into an adventure by making it something that your family looks forward to. Create a “special spot” for reading, such as a fort or comfy cove in the family room. Allow your children to help with the process of constructing and decorating the reading area. Be sure to include pillows, blankets, and stuffed animals to make it extra cozy. Bring flashlights and something healthy to nibble on while the family reads together. Take turns reading aloud—and don’t forget to get into character!

Keep reading time consistent. Whether you are reading nightly or weekly, be sure to maintain the routine. Reading each night or weekend can be a quick, 20–minute activity. The key is to keep it enjoyable, not laborious.

Casually ask questions before, during, and after reading. This should not take the form of a spit-fire question and answer session. The book talk should seem just like that—a casual conversation in which the family discusses interesting aspects of the story.

Have a cause for celebration or a reward? Treat your children with a trip to the library or bookstore. Allow him to select any book of his choice as a means of rewarding good behavior, hard work at school, or helping out around the house. Reading as a reward is a great way to associate reading with something pleasurable or gratifying.

Read your child’s book ahead of time, prior to her starting the book. Then, mark up the story with your own comments, cartoons, or questions. As she starts the book, she’ll have your special messages to build inquiry from page to page. These little notes are also a great way to introduce children to annotating and note-taking as a close reading strategy.

Take the books on the road with tablets, iPads, or audiobooks. With the prevalence of technology, eBooks make it possible to incorporate reading wherever the family goes. These technologies can be especially handy during long road trips or flights. Have your children discuss their books with the family as they finish a chapter. You can also set reading goals for the family vacation—something such as each person trying to finish their book before returning home.  

For older kids and teens, motivate with an added incentive for finishing a novel. If your teen has finished the most recent Harry Potter novel, rent the movie for him to enjoy. Then chat about which was better—the book or the movie? Finish the whole series? Plan a Harry Potter themed family dinner, complete with butter beer and boogie-flavored jelly beans…ok, maybe not!

 

How to Broaden the Social Circle: High School

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One major aspect of schooling that helps to promote a teen’s development is the socialization that school provides. In no other realm would adolescents have hours of interaction with diverse groups of peers and adults on a daily basis. Learning alongside peers also benefits the development of teens’ social skills—not only do teens learn appropriate interactions at school, but they also learn other vital skills such as compromise, collaboration, perspective-taking, empathy, etc. So, recognizing that social skills are critical to education, how can we encourage building and maintaining strong social circles at the high school level?

Encourage acceptance. This may sound simple, but building acceptance and understanding among peers, especially teenagers, can be a tricky undertaking. Have open discussions about the importance of diversity, individuality, and differences among friends. The more accepting high schoolers are, the more open they will be to befriending someone new. Not only are these conversations important for families to have with their teens, but rather they also help to teach young adults the value of acceptance and compromise—two vital qualities for college and career readiness.   

Remind your high schooler that popularity should not come at the price of making genuine friends. Again, easier said than done. However, hard lessons about friendship often revolve around the supposed need to be “in the right crowd.” The adolescent years are difficult in terms of willingness to stray from the group. However, teenagers can only benefit from making connections with others. The idea of “the more, the merrier” certainly applies here. Being friends with others does nothing to take away from core friendships. Remind your teen that it is normal to have different or varying social circles. He or she should feel comfortable having family friends, neighborhood friends, sports friends, and more. Furthermore, remind your teen that to have a good friend, one must be a good friend.

Branch out when selecting or joining new extracurricular activities. Encouraging your teenager to try new things will not only broaden his or her horizon, rather it can also broaden his or her number of friendship groups. Your adolescent may want to try developing a new skill or hobby. Perhaps he or she could participate in a new art class, dance class, swim club, or tennis camp. These opportunities allow your teen to interact with and get to know new peers—peers he or she may not get to meet otherwise.

Discuss your own memories of friendships with your teen. Talk about how some of your friendships have stood the test of time, while others may have dissipated. Explain that it is normal and somewhat likely that some friendships will be fleeting. Depending on circumstances, friends come and go; some are relationships of convenience, not true compatibility. While discussing your own experiences with friends, model what it looks like to be a truly genuine friend. Puberty, confidence, self-consciousness—all of these transitional moments can make it difficult for teens to foster strong, authentic friendships. The more your teen understands what it looks like to be a good friend, the easier he or she will be able to meet new peers and maintain strong friendships. Ask him what he looks for in a “good friend.” Explain how he can take these positive traits and apply them to himself to ensure that he is treating his peers the way that he would like to be treated. Talk about the importance of honesty and loyalty. Make sure that your teen knows how to keep someone’s trust, be a good listener, and offer support when his friend needs him.

Avoid putting too much emphasis on the term “best friend.” Often times, teens can become caught up in the terminology. It may be because of a competitive desire to be “the best friend,” or because of the “cliquish” atmosphere that occurs during the teenage years. But, either way, a friend is a friend. Remind your teen that, just like she has other friends, her own friends have other friend groups as well. This does not mean that she should feel threatened or left out.

How to Broaden the Social Circle: Elementary

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One major aspect of schooling that helps to promote a child’s development is the socialization that school provides. In no other realm would children have hours of interaction with diverse groups of peers and adults on a daily basis. Learning alongside peers also benefits the development of children’s social skills—not only do children learn appropriate interactions at school, but they also learn other vital skills such as compromise, collaboration, perspective-taking, empathy, etc. So, recognizing that social skills are critical to education, how can we encourage building and maintaining strong social circles at the elementary level?

Encourage participation in various peer groups. Provide your child with the opportunity to mingle with different groups of peers for various activities. Explain to your child that it is okay, even helpful, to have different peer groups or friend circles. The idea of “the more, the merrier” certainly applies here. Being friends with others does nothing to take away from primary friendships. Ensure that your child knows that it is okay to have school friends, soccer friends, family friends, neighborhood friends, and more.

Branch out when signing up or joining new extracurricular activities. Encouraging your child to try new things will not only broaden their horizons, rather it can also broaden their friendships. Try a new art class, children’s cooking class, swim club, or summer camp. These opportunities allow your child to interact with and get to know new peers—peers he or she may not get to meet otherwise.

Discuss what friendship means. The more your child understands about being a good friend, the easier he or she will be able to meet new peers and maintain strong friendships. Ask him what he likes in a “good friend.” Explain how he can take these positive traits and apply them to himself to ensure that he is treating his peers the way that he would like to be treated. Talk about the importance of honesty and support—a good friend is someone who keeps his word and helps his friends when they need a hand.

Help to open your child’s eyes to see potential friends. A good way to help build children’s peer groups is to help them see their peers as potential or possible friends in the making. Have conversations like, “What do you and Kate have in common?” “Do you ever sit together in the cafeteria, or play together at recess?” If your child expresses interest, try to foster a friendship by arranging a playdate. Talk with other parents about opportunities to get kids together in small groups. Offer to take a group to a museum, movie, or sporting event.

Avoid putting too much emphasis on the term “best friend.” Often times, children can become caught up in the terminology. It may be because of a competitive desire to be “the best friend,” but either way, a friend is a friend. Remind your child that, just like she has other friends, her own friends have other friend groups as well. This does not mean that she should feel threatened or left out.