IEP Process Must-dos for Parents

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The IEP process can be daunting for families, especially for those parents who are new to the concept of special education. When you combine the lengthy documents, clinical terminology, and educational/legal jargon, the individualized education plan can seem like a beast to be conquered. However, it is imperative for parents to always remember this: you are your child’s greatest advocate. With your participation and advocacy throughout the IEP process, parents can ensure that their child’s needs are prioritized.

 

Speak up

 

For the initial evaluation and any future reevaluations, it is crucial that parents vocalize any and all concerns regarding areas of need. The IEP team is obligated to test and evaluate the suspected disability or disabilities; however, you know your child best. If you suspect other learning disabilities not originally identified as a concern, speak up about them. Be specific about what you have seen. What does the specific struggle look like for your child? What have you observed over the course of several months? How would you objectively define this need? It is your job to make sure that all avenues are explored when it comes to your child’s learning needs.

 

Do your homework

 

Unless waived by the parent, schools are required to send the IEP 5 days prior to the meeting so that parents can review. Please do your due diligence. Comb through the documentation thoroughly; highlight areas where you have questions or need clarification. Ask specifically what certain accommodations will look like in the classroom. If possible, seek assistance from your own private consultants, including an advocate, psychiatrist, pediatrician, etc. You want to maximize your time during the meeting by coming prepared, as opposed to reviewing documentation at the table.

 

Simplify it

 

Creating and sharing an easy-to-read reference sheet with teachers at the start of the school year can be very beneficial when it comes to supporting your child’s needs. Of course, teachers have access to students’ IEPs; however, they are rarely given direct/full copies of the documentation. They also are not typically given ample time to review the IEP thoroughly, unless that teacher is also the child’s case manager. To ensure that your child’s needs are met and areas of concern are known, consider making a “vision statement” to share with your child’s teachers. Include a recent photo on the sheet to familiarize the teachers with your child. It may be beneficial to include the specific learning disability; however, it is not required. The important information to include on the vision statement should be as follows:

  • Your child’s motivators
  • Personal interests/hobbies
  • Successful learning strategies
  • Most beneficial accommodations from the IEP
  • “Look-fors” or areas of concern that may require extra attention or support

Talk to your child

Discussing learning needs directly with your child is a great way to build self-advocacy skills. Ask about where they sit in each class; the time they are given during class to work on assignments; the relationship that they have with the teacher; the additional adults/supports in the classroom; the resources that are provided to help them through a difficult task. All of these questions allow parents to see more closely inside their child’s learning.  

 

 

 

Sign when you are ready

Too often, the IEP meeting flies by with questions still lingering. Since changes to the IEP are typical during meetings, it is important that parents take time to review those changes to look for inaccuracies, unclear language, or missing details. Do not feel pressured to sign the documentation until you have had the chance to thoroughly review it and get clarification where needed. Parents can request that all other parties sign the document and send the “draft version” home for further review before signing.

 

Ready, Set, GO BACK TO SCHOOL!!!! Learning Styles and Techniques: Part 4 of 6

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When it comes to learning strategies, styles, and techniques, learning cannot be explained as a “one size fits all” method. As much as we are told that there are kinesthetic, auditory, visual, and read/write learners, learning processes and preferences are truly more complex than these labels. While there are truths to the different categories of learners, we cannot assume that each young learner fits perfectly and fixedly into one specific category. In fact, depending on a learner’s strengths and weaknesses, he or she will employ different techniques from different categories to best suit the task.

Consider this personal example: a learner, like myself, with a propensity for reading and writing would likely excel in tasks involving creative writing techniques, close reading skills, vocabulary, etc. In the mathematical realm, however, this same learner may need to employ a different learning style. One may assume that a word problem would suit this type of read/write learner. However, for a learner such as myself, the wordiness of a math problem actually got in the way of comprehension. Instead, I would employ visual strategies, such as sketching, diagramming, or graphing to visually break down the word problem.

Depending on the task, a strong learner will know how and when to employ different strategies. This type of fluidity in learning styles takes practice. For instance, in the above example, a read/write learner like myself would likely read a confusing word problem many times before realizing that a visual illustration would actually be more beneficial.

Thus, the best way to help young learners is to provide them with numerous learning strategies and techniques. Then, let the learner decide which different strategies are helpful in certain circumstances. Below are just a few strategies organized by learning style.

VISUAL

  • Use diagrams, illustrations, and graphic organizers to visually conceptualize a task. For instance, a visual learner may benefit from a prewriting outline before beginning a lengthy essay assignment.
  • Color code when taking notes to visually organize information on the page; this can also help with memory.
  • Highlight key words when reading or studying to help retain the information.
  • Rewrite notes or perform task demonstrations to better see and memorize the information after the initial lesson.

AUDITORY

  • Restate the information in your own words to solidify comprehension and memorization.
  • Create mnemonic devices while studying.
  • Organize information into a song, rhythm, or rhyme to help recall.
  • Reread information aloud.
  • Ask and answer questions aloud during lessons or lectures.

KINESTHETIC

  • Pace or move about while studying notes to help with memorization.
  • Fold the corners of textbook pages to refer back to important information.
  • Stand while reading or reciting.
  • Take small, frequent breaks when working on large assignments.
  • Reenact the concept or task; this is especially helpful for science labs, physical or athletic skills, or theater-related tasks.
  • Sit on a yoga ball while reviewing material or studying for extended periods of time.
  • Use a line-reader or cover the text on the page when reading; this helps kinesthetic learners focus on a text line by line instead of getting overwhelmed by a wordy page.

 

Looking to empower your child to succeed? Learning Essentials’ Brain Camp teaches students practical step-by-step ways to study, organize, manage time, prepare for tests, and use executive functioning strategies— essential skills for today’s academic environment. Click here to learn more or enroll: https://learningessentialsedu.com/workshops/

Ready, Set, GO BACK TO SCHOOL!!!! Learning is a Process: Part 3 of 6

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What exactly does it mean to learn something? How can we know that we have adequately learned it? Are there better or more effective ways in which to learn? These are just a few questions surrounding the art of learning—and what better time to ponder these thoughts than at the start of a brand new year of learning? Now, of course, just as every child is unique, each child’s learning style is equally unique. It’s time that we learn a little more about the process of learning.

Learning is a process—but what does this mean? Obviously, children do not simply learn by hearing something. Unfortunately, the human brain is not a recording device or database. Instead, truly learning something involves several—sometimes many—deliberate interactions with the concept.

Let’s use baking as an example. Before learning to bake a cake, the amateur chef will need to be introduced to the concept of cake. The chef may take a bite, look at a photo, or watch a how-to video about cake baking. This introduction prepares the chef for what is to come and ideally demonstrates the end goal or product—a cake.

After tasting a cake sample, the chef will seek to know more about the cake before baking his own. For instance, he may research different flavor combinations, baking methods, or icing techniques. By seeking further information, the chef begins to better understand cake and how it is made.

Next, the chef will attempt the task of baking a cake. Taking all of the knowledge that he’s compiled, the chef will now actually get his hands dirty and try baking a cake on his own.

After baking, the chef will obtain feedback from taste testers. Ideally, these taste testers should be expert chefs who have experience baking cakes or at least some novice chef peers who know how a good cake is supposed to taste.

Taking the feedback into consideration, the amateur chef will now look back at the recipe and baking techniques and make adjustments based on his reflections.

The chef can decide to circle back to any previous steps to perfect his cake. Perhaps he needs to taste other types of pastry, take an extra baking class, alter the ingredients or measurements, or read another cookbook. Either way, the chef continues to work towards his goal of creating a delicious cake. And, since a cake can never be too delicious, the chef’s learning is never finished.


Just as the amateur chef’s journey to the perfect cake is a process, children’s acquisition of knowledge and new skills proceeds in a similar fashion. Learning does not occur in one fell swoop; it is not instantaneous; it is not a uniform recipe or sure-fire set of instructions. Learning takes time, intrinsic motivation, creativity, and patience. When children struggle to learn something, frustration arises. It is important to let your child know that learning is a process that involves trial and error—failure is a necessary step in this process. No matter the setbacks, we must teach children to overcome and persevere.

Because, just as the amateur chef knows all too well, triumph after failure is even sweeter!

Looking to empower your child to succeed? Learning Essentials’ Brain Camp teaches students practical step-by-step ways to study, organize, manage time, prepare for tests, and use executive functioning strategies— essential skills for today’s academic environment. Click here to learn more or enroll: https://learningessentialsedu.com/workshops/

Ready, set, GO BACK TO SCHOOL!!!! The Binder. Part 2 of 6

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Sticking with the August theme of organization for back-to-school, let’s focus our attention on a middle school staple: the binder. Melodramatic? Maybe. Essential? Yes.

When it comes to transitioning into middle school, organization is key. Consider this: Middle school is likely the first time that students are encountering things such as late bells, lockers, crowded hallways, confusing schedules, and different classrooms and teachers for each class. Not only are they new to the content and the building, but the middle school model of homerooms, study periods, and moving from class-to-class with the appropriate books and materials is completely new, as well.

That said, binder organization is an extremely important part of the middle school learning curve. Here are some tried and true tips from a teacher about handling binder organization.

1. Consider your child’s schedule. Most of the time, a student’s school day is separated by morning and afternoon classes, with lunch in the middle. Before and after lunch are often opportune times to visit the lockers since the grades transition to lunch at different times. This means that the hallways are less crowded, and students have a little more time to swap out books, binders, and materials. Many students find it beneficial to have two binders—a morning binder and an afternoon binder. The only caveat here is when the typical school schedule is disrupted by delays, early dismissals, assemblies, etc. When this happens, it’s important that students be aware of the schedule and plan to have necessary assignments in the correct binder at the right time. Again, this type of organization comes with practice.

2.  Tabs are your friends. When doing back-to-school shopping, be sure to include tabs or separators on the list. They do not have to be pricey or ornately designed—just ensure that your child can easily set up a tab or label for each class. It may be helpful to include a “parent signature” tab for items that need to be signed and returned to school. Furthermore, a homework or “due tomorrow” tab may help to ensure that homework comes home and is returned for credit. This type of organization will help students submit homework quickly and efficiently at the start of class without missing any important instruction. True story: I’ve watched countless students spend the better part of my class furiously shuffling through mounds of crumpled papers searching for last night’s homework—this doesn’t have to happen.

3.  Purge papers as often as necessary. Of course, at the end of the marking period, middle schoolers are prompted to clean out their binders. However, binders overflow or “explode” long before the end of the term. Encourage your child to purge any unnecessary note sheets, practices, or scratch papers to maintain an organized binder. Colored mini sticky notes or flags are helpful when identifying any papers that should be kept all year. For example, during the first week, I give my students a few documents that they should hold onto for the duration of my class. I encourage students to “flag” or write KAY (keep all year) at the top as reminder of which papers should not be purged.

4.  Consider a pencil pouch. Again, as with the tabs, these do not have to be expensive or elaborate. Most pouches can be purchased for a little more than a dollar. In fact, it may be better to keep this item small and simple, as to save room in the often “over-stuffed” binders. Items to include range from writing utensils, erasers, and white out, to zip drives, band-aids, and mini hand sanitizer. It’s also a good place to stash a $5 bill in case the need for emergency lunch money occurs—and trust me, it will.

Looking to empower your child to succeed? Learning Essentials’ Brain Camp teaches students practical step-by-step ways to study, organize, manage time, prepare for tests, and use executive functioning strategies— essential skills for today’s academic environment. Click here to learn more or enroll: https://learningessentialsedu.com/brain-camps/

Ready, set, GO BACK TO SCHOOL!!! Organization Style. Part 1 of 6

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Ready, set, GO BACK TO SCHOOL!!!!

TIME MANAGEMENT

It’s that time again—the back-to-school commercials are in full swing! Backpacks, lunch boxes, clothes, and school supplies are some of the things occupying the minds of parents these days. As the sun sets on summer 2016, it is important to ensure that your child is given every advantage to begin the school year with a bang!

While much focus is put on school supplies and the “necessary” materials, one key element in preparing for a successful year ahead is to put organization in the forefront. And, as they say, practice truly makes perfect—or close to it. Organization applies to a multitude of facets in the educational realm. While all are important, organizing time or “time management” is essential. For example, consider if a student has color-coordinated references, organized notes, and an impeccable outline for a research paper, yet that same “organized” student gives himself Sunday night to complete the final draft of his research paper. All of the prior organization becomes a futile attempt if time was poorly organized.

Organization, specifically time management, is a skill that comes with practice. Even as adults, we sometimes drop the ball by failing to plan ahead accordingly. Here are some tips to ensure that time management makes its way into your household this school year.

Start from the beginning. As we all know, it is much easier to prevent negative habits than to correct them later on. Right from the start, discuss a realistic daily schedule that includes designated homework/reading time, after-school activities, family time, and reasonable sleep/wake times. Of course, be prepared to be flexible when things inevitably come up. But, for the most part, a set schedule will help your child to maintain balance and assuage the stress that comes with cramming.
Model the practice of planning ahead. Especially in the middle and upper grades, projects and assignments become more labor-intensive. With several steps, check-in points, and deadlines, it is easy for students to quickly lose track or get overwhelmed. As with many difficult tasks, showing is more beneficial than telling. Show your child how to organize by breaking down large assignments and setting at home check-in points in advance of the actual due dates. Also, show them how to prioritize more difficult tasks. For example, a five-paragraph argumentative essay is going to need more attention than a vocabulary practice sheet.
Be proactive with organizing your time. It is important to anticipate certain roadblocks to prevent last-minute school stressors. Check the printer for ink before the paper is due; plan for picture day so that the outfit of choice is clean and pressed; pack gym clothes with extra socks so that the morning rush through the dryer can be avoided; email teachers about foreseen absences ahead of time to get any missed work or important information; have a plan for sick days, in which your child has a buddy in the neighborhood to bring work back.

Teaching students how to organize their time is a skill that will prove beneficial throughout their academic and adult lives.

Looking to empower your child to succeed? Learning Essentials’ Brain Camp teaches students practical step-by-step ways to study, organize, manage time, prepare for tests, and use executive functioning strategies— essential skills for today’s academic environment. Click here to learn more or enroll: https://learningessentialsedu.com/brain-camps/

Twice Exceptional Students: Playing on Strengths

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Parents of twice-exceptional (2E) students know all too well that their child’s learning can be more complicated than expected. Twice-exceptional students, once referred to as GTLD, are characterized by their gifted abilities and the fact that they meet the criteria for an IEP or 504 plan. With such a unique combination of learning strengths and weaknesses, it is no wonder that these learners are unfortunately misunderstood in the classroom. For parents, this can be even more disheartening. However, there are proactive measures that parents can take to help to mediate any future concerns.

Encourage your child to use his/her strengths as a head start or springboard in school. This means that certain skills or tasks can be made easier when students play to their strengths. For instance, if drawing and diagramming is a strength, but written communication or explanation presents an issue, encourage your child to sketch an explanation to a math problem, as opposed to writing it out. Your child is still completing the task and mastering the concept of explaining steps in a math problem; however, he/she is simply arriving at a response in a different manner. A major aspect of learning involves capitalizing on one’s strengths and maneuvering around weaknesses, which is exactly how 2E students can truly shine in the classroom. It is an unfortunate misconception that these unique types of learners are aloof or disinterested. This is simply not the case—quite the opposite, actually.

For twice-exceptional students to be able to exhibit mastery in alternate ways, parents must practice open communication with classroom educators from the get-go. While this sort of request could be misinterpreted, 2E students and their families are not seeking special treatment. They simply recognize learning strengths and their value. Parents should not be wary about these accommodations—differentiation is part of a teacher’s best practices in the classroom. But, in order to help our students, we must be made aware of their strengths and needs.

Twice-exceptional students, when either too challenged or not challenged enough, may become despondent or reluctant. A student’s boredom or frustration in the classroom can often be met with the same reaction—indifference. Again, parents should communicate these visible behaviors to the child’s teachers. The unfortunate truth is, teachers may potentially begin to see a 2E child’s reaction as “attitude” or “laziness.” These types of labels are obviously detrimental to a student’s education. Explain to teachers that your child’s manner in class is a reflection of his/her struggles—that varying the concept, task, or activity is a simple quick-fix.

Encourage your twice-exceptional student to keep a journal for reflection. This is a practice that not only allows students to track their own academic growth, but it also allows students to recognize patterns of strengths and weaknesses. When students understand themselves as learners, they can truly begin to become agents of their own education. The power of knowing how to succeed builds self-confidence, as well.

Summer Slide, Part II

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Incentivizing reading can be a great way to jumpstart young learners’ motivation during the summer. Of course, the larger goal is for children and teens to garner intrinsic motivation for reading and learning down the line, but until that point, parents can encourage the practice with small, consistent incentives.

Here are a few examples to get you started with incentivizing young learners this summer:

  • Set up a tally or sticker chart to track that your child reads something every day. Whatever that “something” might be could vary from child to child. Perhaps it’s the comics in the morning paper, or a cupcake recipe for an upcoming family reunion, or the closed captioning or subtitles of their favorite TV show. Whatever the stipulations may be, holding children accountable for tracking their reading is a good way to begin combatting the summer slide.
  • Camouflage research skills by asking for your child’s help. Depending on age, the research questions can begin very simply, such as, “What is the weather going to look like later tonight during your baseball game?” Or, “What are the showtimes for the movie that you want to see this weekend? Are there better options for showtimes at a different theater nearby?” For older learners, parents can encourage middle and high schoolers to research places to visit, local attractions, events, or summer festivals, or even long-weekend options for a mini-family vacation. Guide their research by providing some critical guiding questions and reputable websites for perusal.
  • Research free educational events, activities, or programs in the area over the summer. In addition to many school-sponsored events and resources, the internet has a plethora of free educational websites that allow students to access digital games, tools, and practices from their living room. School and local library websites are great places to start when combing through reputable online educational resources. Many sites, like Scholastic, Flocabulary, NewsELA, ReadWriteThink, and Edutopia allow students to filter the materials based on interests, grade level, Lexile level, text length, etc. Virtual field trips also provide students with opportunities to see and experience locations that may otherwise be inaccessible.
  • Take learning outdoors to utilize the summer weather and natural surroundings. Simple activities such as planting flowers or herbs, visiting a state park or zoo, or starting a neighborhood initiative is a great way to show children that learning takes place everywhere—not just within the classroom. This also allows learners to take an active role in their learning, instead of the typical passive learning that we often see in schools. For older children and teens, parents can encourage financial competency and budgeting by helping middle and high schoolers begin a neighborhood dog walking, lawn mowing, yard sale, or recycling project. In doing this, children a practicing essential skills and strategies, while gaining a sense of independence and responsibility as well. The cash flow is always a great incentive, too!
  • Encourage literacy skills by providing your child with a photo journal for summer activities and travels. Children might use a smartphone or Polaroid camera to capture important memories or events over the summer. Then they can provide written captions, reflections, and other personal insights to accompany the photos. The photo journal also acts as a great memento for looking back on summer memories.

5 SIMPLE Steps to Combat the Summer Slide with Reading

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For those who are not immersed in the world of education on a daily basis, the term “summer slide” may conjure up nostalgic memories of sunny afternoons at the pool.

For academia, however, summer slide is a dreaded term—one that is not associated with a relaxing pool day at all. Instead, summer slide refers to the loss of academic skills and knowledge over the course of the summer months when students are not in school.

Statistically, summer slide poses a greater threat to students of lower socioeconomic standing, or those considered “at-risk” and most adversely affected by the achievement gap. Research suggests that summer slide is a larger factor for students who may not have access to educational experiences, materials, and books over the summer.

But the grim truth is that regardless of a family’s income, any student is susceptible to the loss of knowledge and skills while being out of school for the summer months.

Some research indicates that summer slide could mean a loss of 20-30% of the information gained over the previous school year.

So yes, the summer slide is a valid concern for educators and parents to consider.

Fortunately, there are many ways to combat the summer slide.

For children and teens, summer reading packets, math booklets, and the like are most often met with groans. Summer is supposed to be a time of freedom from stress; it’s a time for adventure and exploration!

So, if parents truly want to sell a child on schoolwork during the summer, they really must package it appropriately.

  • Provide an ample amount of what teachers call “student choice.” 

Children are much more likely to invest their time and attention in a book or learning activity if it involves an aspect of interest. Additionally, a sense of agency and independence comes with children and teens having a say in what they would like to read or participate in.

Ask your children what they are interested in reading. Start with identifying fiction or nonfiction, then genre or topic, and narrow down from there. Once you have an idea of their interests, take your kids on a field trip to the local library and find a book together.

  • Provide various modes of texts (not just books)

Parents of reluctant readers will want to provide multiple modes of texts as well. Consider purchasing the audiobook or ebook so that your child can listen while following along.

If lengthy chapter books bring your child a sense of dread, expand literature options to graphic novels, magazines, or adapted versions of the classics.

Again, the more a young reader has to choose from, the more likely he or she is to land on something pleasurable.

  • Plan for activities that relate to or expand upon parts of the curriculum from that previous school year. 

Children are always surprised when topics or facts from the classroom suddenly apply in “real life.” Parents can check the school district’s website for curriculum materials or email the child’s teachers to review the major concepts, novels, or skill sets that students were to have mastered that year.

With that knowledge, parents can select materials or push children in the direction of texts and activities that incorporate those skills.

For example, if parents know that their middle schooler read The Diary of Anne Frank over the winter term, they may want to select from sub-genres involving WWII, Holocaust survival stories, or other autobiographical works that feature a strong, young narrator.

  • Get the whole family involved in summer learning

Consider starting a weekly family book club, in which each member reads the assigned pages and then participates in an informal chat about their thoughts on the chapter or events so far. The key to keeping the momentum and enthusiasm going is to ensure that the book talk remains as informal as possible.

Throw pillows and blankets around the living room, set out snacks, or use the night as an excuse to have a pizza party while discussing the book. Since a movie night can be a great incentive for children, think about choosing a book that also has its own film adaptation.

  • Connect the reading material to real-life experiences.

If a child is starting middle school next year, provide her with YA book options that feature a preteen navigating through middle school.

If soccer camp is on the agenda for the summer, find reading materials—nonfiction, fiction, or biographical—that center around soccer, soccer players, or the history of the sport.

The secret to keeping kids reading is to keep the material fresh and relevant.

 

Screen-Free Week: Getting Old-School at School

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What began as a challenge to turn off the television for one week in 1994 is now a somewhat controversial test of willpower that takes place the first week in May. Originally initiated by the Campaign for a Commercial-free Childhood, Screen-Free Week has proven to be a far more difficult challenge for today’s tech savvy youth.

But let’s be honest, it’s not just adolescents and teens who are self-proclaimed “screen addicts”—we adults are just as hooked to our devices. While those opposed to the idea of Screen-Free Week argue that it polarizes traditional notions of creativity and new technology, others embrace the idea of ditching screen-time for a few days.

Seeing as public education has more or less embraced the use of technology in the classroom, it can even be difficult to separate educators from our beloved screens. Yet, trying as it may be to unplug, old school methods can still serve a purpose in our new-age classrooms. While students may groan in aggravation or roll their eyes in boredom at the thought of abandoning classroom technology for a week, there is much to be said about the “traditional” roots of education.

Here are a few ideas and activities that may seem old-school, but which provide truly beneficial skills that may have been left by the wayside in favor of our 21st century ideas of teaching and learning.

Have students thumb through an actual dictionary

Gasp! A what?! A recent trend that I’ve noticed in the classroom is the total lack of familiarity when it comes to a tangible dictionary. Of course, students are well-versed in online tools such as Merriam-Webster.com, which is an obviously speedier method of spelling and defining words. However, a physical dictionary forces students to practice old-school methods such as sounding out words, identifying alphabetical order, and skimming.

When students are required to search a dictionary, however infrequently, a common response that always elicits a chuckle is, “That word is not in the dictionary.” I once had a 13 year-old tell me that “unusual” was not in the dictionary. When we returned to his desk, his dictionary was opened to “unn”—a clear indication that he would’ve struggled for a while to find the word. Students are so used to instantaneous responses via the click of a keyboard that they are incapable of doing the actual leg-work when necessary. Simple practice with a dictionary can help students brush up on skills involving spelling, putting words in alphabetical order, identifying parts of speech, pinpointing synonyms, etc.  

Break out the flashcards

Much like the dictionary dilemma, students may have become somewhat dependent on calculators to solve simple multiplication or division problems. Again, this is not always problematic—many higher-level math courses and math or science-related careers necessitate the use of a calculator. It is, however, problematic if students become reliant on on a calculator for every little problem. Research has proven that, even with the rise of new math curriculum methods, rote memorization of multiplication facts is still the most advantageous method.  

Logically speaking, whipping out the calculator to calculate the number of packs of burger buns to buy for a barbeque may take longer than if you simply used your times tables and mental math. No harm will come of leaving the calculators aside for a week—it could, however, help to solidify the long-forgotten times tables!

Proofread > Spellcheck

Another convenience (crutch) that many students have fallen back on is the use of spellcheck. I cannot pass judgment—as I write this sentence, I am utilizing spellcheck in the hopes that it catches anything I’ve mistyped. Just as my students do, I allow myself to trust in the fact that my mistakes will not only be identified, but corrected with the click of a button. The notorious red squiggle, as helpful as it can be, creates an unrealistic safety net. As we well know, spellcheck is not flawless, especially when it comes to reading the context of the sentences.

Shutting down the word documents and practicing the art of proofreading or peer editing on paper is a worthwhile skill that requires no screen at all. Besides the obvious skill of penmanship, handwritten work allows students to rely solely on their own mastery of the English language. When there is no spellcheck or autocorrect to fall back on, drafting, brainstorming, and editing become imperative to the writing process.
Educators may be surprised by just how well old-school methods can supplement our new technology in the classroom. Even if just for a week, abandonment of the screens may teach students to effectively hone and rely on their own knowledge and skills.    

Screen-Free Week at Home

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The true roots of Screen-Free Week began back in 1994—a time when there were significantly fewer screens. Initiated by the Campaign for a Commercial-free Childhood, the original movement was intended to encourage families to shut off the television and partake in other activities for a week. Screen-Free Week has proven to be a far more difficult challenge for today’s youth. Giving up their myriad devices cold-turkey is considerably more difficult for today’s teens and children that have grown up with technology literally at their fingertips. The average American child gets a cellphone at the age of 6…

While those opposed to the idea of Screen-Free Week argue that it polarizes traditional notions of creativity and new technology, others embrace the idea of ditching screen-time for a few days. I will reserve judgment, as I have no horse in this race—I am simply an educator who is encouraged to prepare my students for the digital world. I will, however, provide a few recent observations that may fall more on the side of those in support of Screen-Free Week.

While visiting the National Zoo this Mother’s Day, I was in awe of the number of families with small children out to enjoy a sunny afternoon at the zoo. What better way to celebrate Mother’s Day than to get outdoors, enjoy DC’s spring weather, and observe some wildlife? With such a vast park, there is plenty to see and do at the National Zoo—even several interactive exhibits. However, as zoo staff were encouraging passersby to duck into the zebra exhibit to meet with zebras up close and personal, two disinterested elementary-aged children remained parked on a nearby bench, zoned-in on their iPads.

I have no qualms about children engaging with technology—quite the contrary, in fact. Advancements in technology have greatly benefitted teachers and students in the educational realm. We’ve come a long way since chalkboards and typewriters, thankfully! However, I do believe that, as Screen-Free Week tries to encourage, screens should be monitored and limited at the parent’s discretion. For instance, Screen-Free Week does not have to be looked at as a loss of technology for seven days. Instead, perceive it as an opportunity for face-to-face interactions and creative activities for seven days.

Instead of entertaining the kids at dinner with individual iPads, bring some coloring books to the table. Ask your children if they could rename the crayon colors, what would they call them? You could even cover the table with butcher paper and have the family play word games or write silly stories. A week without the iPad at the table is not going to hurt anyone—it could actually inspire some creativity or spark interesting conversations!  

If going on a family outing to a place such as the zoo, aquarium, museum, etc., instead of bringing the selfie-stick, pack a few disposable cameras and snap away! Yes, the photos taken on a smartphone are immediately viewable, but seeing what you’ve captured on a disposable camera after the film develops is always an entertaining surprise.

While we all love our TV shows, giving up the screens for a week allows the family to get creative. When TV is not an option, we have to think outside of the box to entertain ourselves. Take an evening to play a board game, create a neighborhood scavenger hunt, or play charades—your favorite shows will be saved on the DVR after your screen-free week is up.

For Screen-Free Week, encourage your teens to set an auto-reply on their email. This way, any unread email will bounce a reply to the sender letting them know that they will get a reply in a few days. In place of email, snapchat, and text messages, practice the lost art of letter writing. Send handwritten mail to family members, neighbors, or close friends. Postcards are always a welcomed means of communication, too!

Sure, technology makes our lives significantly more convenient. But Screen-Free Week is all about reminding us that we are capable of living without these luxuries. It will be difficult, as we are part of a society that is largely dependent on our devices throughout the day. Giving up our screens for a few days may help to show us just how “wired” we are to our wireless devices.