Small Steps to Help your Children Self-Advocate in a Big Way

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Self-advocacy is not an innate skill for everyone. Children are often unfamiliar with the concept because, for the most part, many of their needs are met before they even ask.

In order to introduce self-advocacy skills, parents have to ignore the natural instinct to step in and assist and instead allow their children to recognize, specify, and vocalize their needs.

These three aspects are crucial to help children self-advocate:

Children must have opportunities to recognize when they need something.

They then must practice identifying exactly what they need to help them through the task or challenge.

They need communicative skills to relay that information to others who can provide assistance.

Tips for Parents

Provide children with space to initiate a task or challenge on their own before stepping in to “solve it” for them. This small, hands-off practice allows for three things: (1) Children are given the opportunity to approach the task and problem-solve on their own. (2) They are required to ask for help when they need it, instead of simply waiting for and relying on an adult to intervene. (3) They subconsciously establish self-confidence by independently recognizing their capabilities.
Encourage children to feel comfortable discussing specific obstacles and struggles. Again, a major piece of self-advocacy involves self-awareness because children must know what they need before they can ask for it. It puts children in a vulnerable position when they need to open up about their needs and weaknesses; however, modeling the process shows them that everyone needs help sometimes. Talk about your own struggles in school, sports, social circles, etc. Discuss how you managed those prickly situations and provide examples of how you problem-solved. It is important for children to feel comfortable speaking up when they need help, so a little encouragement goes a long way.

Similarly, parents can help put their child’s self-doubt at ease by clarifying what it means to learn something new. Children often expect instant gratification—they want to “do it right” on the first try. Explain to them that success is sweeter after struggle, that, as they progress through their education, learning should be more and more challenging. Reassure them that they are not expected to know and do everything perfectly every time. They will be much more inclined to speak up and advocate for their needs when they know that immediate perfection is not the expectation, but rather, growth and grit indicate success.

Help your child to feel more comfortable speaking up by encouraging her voice and thanking her when she contributes to conversation and/or problem-solving. Positive reinforcement is great for encouraging the shy or timid child because it sends the message that her opinion has worth. When a reluctant child does speak up, it is important to praise that effort to show that her opinion is valued. Even asking something as simple as, “What movie do you think we should watch tonight?” opens the door for your child to share an opinion.

When applicable, remind children of their special education services and accommodations and when to advocate for those supports. Placing a laminated “at a glance” sheet in your child’s binder that lists his accommodations and supports is a great start when familiarizing him with his IEP or 504 plan. The reference sheet acts, not only as a reminder of the accommodations, but also as a prompt for a reluctant child to speak up for himself when his needs are not being met. Sometimes, especially for children with executive functioning or processing difficulties, students may struggle to specify exactly what they need to move forward in a complex task. They know that they’re stuck, but they don’t know what is tripping them up or how to move through the hurdle. Obviously, this can be frustrating for a child. The accommodations grid acts as a visual self-advocacy reminder that lists the child’s personal “tools” to support them in the classroom.

Autism Awareness Month

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April is also Autism Awareness Month. In an effort to raise awareness about autism spectrum disorder (ASD), it is important to both spread valuable information and to debunk common misconceptions. With diagnostic data indicating a rising rate of almost 1 in 70 births, it is likely that autism will affect someone that you know. 

An autism diagnosis will affect each member of the family differently.

Because of the time, money, and stress associated with treating and managing a child with an autism diagnosis, the entire family will experience the pressure in some way.

For instance, due to lack of knowledge on the topic, or misconceptions about ASD, parents or guardians may blame themselves for somehow contributing to the disorder. It is a natural instinct for parents to feel that they must shoulder the blame, but this is simply not the case. When the condition was first recognized in the 1940s, experts in the field of psychology believed that autism was an emotional disorder brought on by “detached” or unaffectionate caregivers. Psychologists thought that the child’s inability to socially connect was primarily due to parenting styles. While these theories surrounding children on the autism spectrum have long been discarded, parents sometimes still maintain a sense of guilt or responsibility.

Naturally, other siblings in the family may feel that the parents are focused more on the child with special needs. They may feel neglected or even act out to gain attention. Similarly, it is common for children with ASD to follow very specific routines, including sleeping and eating patterns. This may mean that the family’s meals and schedules revolve primarily on the child with special needs—again creating a sense of jealousy or competition amongst the other siblings in the household.

Early diagnosis and interventions are crucial.

According to autism-society.org, “The estimated lifetime cost of caring for someone with autism ranges from $1.4-2.4 million, but this cost can be reduced by two-thirds through early diagnosis and intervention.” Resources, such as behavior specialists and different nonmedical interventions provide numerous options for families that have encountered a recent autism diagnosis. The many options available—from art, music, and animal therapy—to applied behavior analysis allow families to take multiple approaches when it comes to treatment.

An autism diagnosis should not be a roadblock to independence in adulthood.

Too often, a developmental delay or disability of any kind is seen as an obstacle—a door that is closed. What many people do not know is that autistic children, while they do not grow out of the condition, go on to become successfully independent adults. Mainstream education is simply the beginning. A large percentage of students with ASD further their education after high school, earning degrees and preparing for the workforce. More and more, colleges are providing support for students with special needs. Everything from social skills and career readiness, to life skills and job placement, are provided on campuses.

Independent living and close social relationships are also a reality for many adults with ASD. Simply put, with the right interventions and supports, families managing an autism diagnosis have a plethora of supportive resources and options to help their children thrive and succeed.

Autism Awareness Month: In the Classroom

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April is Autism Awareness Month. Autism Spectrum Disorder may present itself in many different ways in and out of the classroom. In an effort to raise awareness and support for each and every student, it is important that educators are informed about Autism Spectrum Disorder and learn strategies to help our students feel comfortable and achieve success. With diagnostic data indicating a rising rate of almost 1 in 70 births, it is likely that this information will prove to be helpful in the classroom.

Because treating and managing a child with an autism diagnosis is often stressful and nerve-wracking for parents, it is common for parents to be more involved and hands-on in many aspects of the child’s education. Especially when transitioning into a new class or school, parents, too, will likely need some extra TLC and reassurance to ease the stress of acclimating their child into a new environment.

Plan to maintain consistent and positive communication with parents of your students with special needs. Be sure to ask parents about successful strategies that they implement at home. As much as possible, reinforce these practices in your classroom. The more consistency that your students experience, the better. Remember that, as always, parents are your biggest assets when finding ways to best serve your students.

Maintaining a stress-free environment is always the goal. However, this is especially important when considering the needs of a student with an autism diagnosis. Stress, loud noises, commotion, or unexpected changes in the routine can totally throw students for a loop. Students on the spectrum are usually most comfortable when routines are maintained and expectations are met. If you are planning a collaborative group activity, a boisterous lesson, or anything that strays drastically from the norm, consider how your student may react. Being proactive as opposed to reactive can mean the difference between a good day and a bad day for your student.

Plan assignments and activities that generate positive self-esteem and celebrate every student’s unique talents. Too often, when we hear of a diagnosis or condition, our minds jump straight to the hurdles—“such and such is more difficult for so-and-so.” Instead, consider how to highlight your student’s unique strengths and hidden talents. Student choice is the best practice as is, but be sure to keep an open mind and truly tap into the interests of your students with special needs.

Providing encouragement while maintaining your perspective is not always a simple task when dealing with a student’s strengths and weaknesses. What we consider to be supporting, praising, or reassuring may actually come across quite differently, depending on a student’s social perceptions. Some students with ASD are not comfortable with any sort of recognition or attention—giving this type of attention, no matter how positive, may cause unnecessary distress. It is also possible that constructive criticism or suggestions could be taken more negatively than intended. Thus, we must be cognizant of student sensitivities and preferences when providing praise or suggestions for improvement.  

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.

Behavior Management

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A few years in the classroom has taught me a lot in terms of managing behaviors. I can honestly say that behavior management can make or break a classroom environment. As amazing as your planning and delivery might be, without the proper management in place, an unruly classroom will derail any lesson. If you have hit a speedbump in your management style, which happens to even the most seasoned teachers, consider these pointers:

Be the adult.

When it seems that your buttons are being pushed from all angles, remember that these are children or adolescents with whom you are dealing. There is no negotiating unless you feel the need to open that door. When students push back, keep your head and say something like, “I’m sorry you are upset, but I gave you my answer. This conversation is over.” This lets them know that you are in charge and that no amount of effort on their behalf is going to change the decision you have made—because trust me, they will try to convince you otherwise. Once you have made your decision, close the door on negotiating, begging, guilt-tripping, etc. Be sure to stand your ground—the second that you go back on your word, you’ve lost. Explain that no amount of disrespect or anger is going to help their cause, regardless of how much they argue, question or try to manipulate you.

Remain calm.

Similarly to standing your ground, teachers must remember to try to remain calm and keep cool—even when the students are not doing the same. Easier said than done, I know. We teachers know all too well that emotionally engaging in an argument or tiff with a student is never beneficial. Again, you are the adult. The conversation ends when you end it; no need to fuel the fire. As much as we are inclined to be kind, supportive, and nurturing towards the young people in our classrooms, we must remember that we do not need to seek their approval. Every student will not always like you all the time, but building a respectful relationship is what matters most. When you start to feel bad or guilty about managing behaviors strictly and swiftly, remember that being their friend is not your prerogative.

Wield power with responsibility.

Frame every decision so that it is in the best interest of your students. Demonstrate fairness to the class by explaining that you are not making decisions just to assert control or power. They need to understand that teaching is a decision-making role that involves a great deal of responsibility. Teachers are responsible for the safety and education of every student—so any behaviors that disrupt that must be redirected for the good of the whole. Yes, students will have plenty of opportunities to make their own choices, but for now, they need guidance from the adults in the room. They may not show it, but they will eventually understand your sound reasoning.

Recognize trends and triggers.

Finally, gauge emotions and recognize triggers for your many students. After years in the classroom, teachers are masters at recognizing behavior patterns, trends, and triggers for different personalities and age groups. So, take mental note of when a student begins to exhibit frustration. Isolate the root of the emotional response and act on that—they may be whining about homework, but the frustration may stem from a lack of confidence, knowledge, or patience. Of course, every student is different. So it is important to manage behaviors accordingly. What works for one student may not work for another.

Parents as Advocates: Tackling Dyslexia

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Parents as Advocates: Tackling Dyslexia

Parents whose children suffer from dyslexia are plenty aware of the struggles their children face on a day-to-day basis. That is why another “A” word can be even more powerful for families—advocacy.

No one knows your child better than you do. Keep this in mind when advocating for your child’s needs. In parents’ efforts not to come across as a “helicopter parent,” they sometimes assume it is in their child’s best interest to follow the expert’s lead, avoid making waves and be passively agreeable. They do not want to be the bulldog. These fears are common, but that doesn’t make them true.

You are your child’s greatest advocate, and here’s how to accomplish that.

Know Your Legal Rights

Under the Individuals with Disabilities Act, our nation’s special education law, children and their parents or guardians are guaranteed certain protections and rights. Once identified as having a qualifying disability, schools are legally required to provide special education services to your child.

Also, under IDEA, the law provides parents with something called procedural safeguards, which are put in place so that parents are aware of and have a voice in every aspect of their child’s special education evaluation and IEP process. As part of the process, the school must provide you with documentation and an explanation of your rights—STUDY UP ON THESE DOCUMENTS.

It is commonplace for IEP meetings to move quickly, with a “sign here if you don’t have any questions” style of rapid wrap-up. It is your job to closely review these documents and to seek clarification before signing anything.

Be Organized

Another best practice for advocacy that goes hand in hand with knowing your child’s legal rights is to stay organized. Keep a binder of all necessary documentation regarding your child’s diagnosis and any other evaluative documents that you accumulate as you work through the process.

Items such as test results, doctor’s notes and recommendations, educator’s observations, report cards, writing samples, and any data concerning your child’s academic skills should be kept for future reference.

The binder is also a great resource for you to use for note taking during IEP or 504 meetings. Not only will you have your own notes to refer back to after the meeting, but the process of taking notes shows that you are actively listening and invested in your child’s special education services. When parents demonstrate this level of involvement and support, it’s the child who benefits.

The binder keeps essential documents organized and acts as a paper trail of progress and correspondence among your child’s team.

Be Prepared

It is also essential for parents to be fully prepared for special education meetings. Because of this, the binder’s benefits are two-fold: paper trail and parent playbook [or however you want to define the two benefits].

Of all members of your child’s academic team, you are the person that knows him best, so your seat at the table matters most. Advocating for your child means preparing questions ahead of time and speaking up if they aren’t answered clearly. Meetings tend to move quickly, so request an additional meeting if you haven’t gotten clear answers.

Do not assume that the team will automatically clarify for you, so be prepared to ask follow-up questions if needed.

Follow up

Another helpful advocacy move is to email a summary of the main discussion points that you took away from the meeting afterwards. This keeps everyone on the same page regarding the decisions that were discussed and allows you to share your own perception of how the meeting went.

If anything is unclear, your email will start that conversation and provide clarification. In that email, ask about a follow-up meeting so that dates can be arranged and any other necessary steps can be taken.

Keep Open Communication with Teachers

Speak to teachers about your expectations, your child’s expectations, and the school’s expectations. This will prevent any miscommunication and unfortunate surprises.

When setting expectations for your child’s success, it is important to be honest, positive, and realistic about the growth that you’d like to see. It will be difficult, but as much as possible, remain unemotional and unbiased about the feedback that you get from your child’s teachers and other professionals—cool heads prevail.

Gender Distinctions on the Spectrum

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According to the Centers for Disease Control and Prevention (CDC), boys are diagnosed with autism at a much higher rate than girls. In fact, for every four boys diagnosed, only one girl will be diagnosed. There are many theories as to why this is the case, but one claim that is agreed upon by experts is that girls’ symptoms tend to be much more subtle and are therefore disregarded or overlooked. Instead of seeing certain tendencies and behaviors as potential symptoms of autism, parents often consider these behaviors to be minor “quirks” which their daughter may outgrow. While every child is different and autism presents in a variety of ways regardless of gender, there are known commonalities that specifically present in girls on the autism spectrum.

For girls, autism symptoms tend to revolve more around communication and socialization, as opposed to boys, who often present with more obvious symptoms related to impulsivity and repetitive outbursts. Furthermore, typical gender norms indicate that girls are often more content to play by themselves or engage in sustained quiet time on their own, as opposed to boys who prefer camaraderie and peer play. That said, a boy who withdraws from peers and fails to meet standard social benchmarks would draw more attention than a girl with the same social impediments simply due to society’s expectations of gender norms. Again, this is why many experts believe that autism diagnoses in girls are delayed or sometimes overlooked completely.

Similarly, since girls tend to mature earlier than their male counterparts, their level of self-awareness and social cues tend to be further developed as well. Because of this, girls on the autism spectrum may be more inclined to study others’ behaviors and react accordingly, almost learning how to mask their social struggles by observing others. Meanwhile, boys may miss cues altogether and therefore receive a diagnosis earlier on.

An additional concern for girls with autism is the fact that they can be especially naive to the world around them. They may experience difficulties in social situations or misread social cues, which often leads to instances of bullying or harassment. This naïveté can make it difficult to discern another’s tone or intentions and can cause them to become even more isolated from their peer group. A girl on the autism spectrum may not realize that her interests are not shared by other girls, but will insist on driving the conversation or focus to her specific interest. Again, this can cause friction with peers since the child may not fully understand why others are rolling their eyes, ignoring her, or outright dismissing her.

Finally, girls with autism may experience specific “obsessions” just as boys do; however, with age, parents might notice that her interests do not evolve as would be expected. Often times, an obsession becomes more noticeable as the child gets older because the interest is markedly different from the typical girls her age. For instance, instead of developing an interest in nail polish or drawing, a girl with autism might obsess over toy horses or stickers even as she begins to go through puberty. These seemingly immature interests can also contribute to social issues at school, such as bullying or isolation by peers.

National Special Education Day: Instruction for Twice-Exceptional Students

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The second day of December marks an important day in education. National Special Education Day may be widely unknown to most people outside of the classroom; however, its significance is notable. This special day, which officially began in 2005, marks the anniversary of the signing of our nation’s first special education law passed in 1975. IDEA, or the Individuals with Disabilities Education Act, ensures that students with disabilities are entitled to Free Appropriate Public Education (FAPE) that suits their specific needs.

But what does this mean for twice-exceptional (2E) students? This type of unique learner, once referred to as GTLD (gifted/talented and learning disabled), requires specifically differentiated instruction beyond the typical special education accommodations. So what does this type of instruction look like in the classroom? Take a look below to see how best practices can ensure the success of twice-exceptional students.

Twice-exceptional, previously referred to as GTLD, means that a student has been identified as gifted and also meets the criteria for an IEP or 504 plan. These students could have Asperger’s, vision or hearing impairment, ADHD, or an emotional or learning disability. While we know that every learner is unique, twice-exceptional students have an even more complex need for differentiation. These students often experience difficulties in processing speed, working memory, written expression, executive functioning, attention and self-regulation, and social skills. While these struggles could obviously interfere with learning, the flipside of 2E students is their unique strengths. Students are often articulate, advanced readers with advanced verbal skills. Their gifted verbal abilities mean that these students would greatly benefit from tasks and assessments where their mastery is measured orally. Instead of a research paper, essay, etc., provide these students with the opportunity to present their findings verbally, organize a speech, or participate in a debate. A simple spoken exam or assessment could prove much more beneficial than a written response or multiple choice test.

Because twice-exceptional students acquire knowledge and concepts quickly, they may appear bored or aloof in class. They are known for rapidly acquiring conceptual knowledge and have a natural ability to think critically. Because of this, review activities, rote memorization, and tasks involving simple recall are not preferred. These sorts of tasks have the potential to cause twice-exceptional students to “check out.” Anything that seems repetitive, elementary, or mundane will likely be received as irritatingly simple, causing 2E students to zone out or avoid the task all together.

2E students are typically inquisitive and thrive when exploring, questioning, or investigating. These students often have strengths in problem-solving. So, provide them with hands-on learning opportunities—tasks that allow them to deconstruct, build, or question the functionality of something, and play to their strengths and interests.

Twice-exceptional students tend to think that others see them as lazy, unmotivated, or stupid—this could not be farther from the truth. These students simply have different learning needs. For instance, 2E learners often find easy tasks to be difficult and difficult tasks to be easy. They may be able to build a perfectly proportional model bridge; however, if asked to explain how they arrived at the dimensions mathematically, they may struggle greatly. In these instances, the students simply “knew” how to complete the task or skill—but they will not be able to provide a detailed explanation of how they did it, or why. Because of this ability to simply “do,” 2E students thrive when given choices and differentiated opportunities to display their talents. This sort of strength-based learning means that they should be given opportunities for acceleration and enrichment, creative independent study, and study groups with other GT students.

The Science Behind Movement: How to Use it at Home

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Movement and kinetic strategies have been hot topics of conversation among educators, developmental psychologists and researchers. Without getting too far into anatomical terms and rhetoric about how the brain works, scientific research supports one major claim about movement and learning: the same part of the brain that processes movement also happens to process learning, attention, and memory—the cerebellum. So in the same way that regular physical activity strengthens the muscles, movement similarly helps construct and strengthen neural pathways. Educators are finding great benefits to the application of movement—the concept of kinetic learning can also be applied at home.

When helping your child review study material for an upcoming assessment, add some aspect of movement to the routine. This can mean reciting information while jumping on the trampoline or juggling a soccer ball. Clapping or patting to keep rhythm while memorizing notes can enhance recall as well. Practice multiplication flashcards while allowing your child to bounce a ball or jump rope while keeping a steady beat. Simply pacing while studying is another small tweak that allows kids to focus solely on the material while moving continuously and methodically.

Parents may find it beneficial to start small with kinetic learning strategies—like providing a stress ball for the child to squeeze while working. The distraction level is minimal, but the concept of movement, focus, and memory still applies. Items like fidget spinners, cubes, or eraser putty, so long as they are being used properly, will have the same effect on focus and attention.

When encouraging summer reading, consider the option to listen to the book. This allows reluctant readers the opportunity to move about while listening to the text on a smartphone, play away, or other audio device. Audiobooks allow struggling readers to follow along while listening to the story. But, for restless or reluctant readers, audiobooks allow for walking, jogging, or virtually any light activity while enjoying a story.

A well-known practice—rewriting notes or study guides—promotes the same reasoning behind kinesthetic learning. The act of physically handwriting the notes, concepts, or definition repeatedly goes further than typing notes. The movement, even at the slight level that handwriting provides, helps to boost memory and recall.

In the same way that sensory tables allow toddlers and preschool-aged children to engage in messy sensory play to develop fine motor skills, cooking can has a similar effect on older children. With parent supervision, children can practice any number of skills while moving about the kitchen mixing, measuring, and whipping up snacks. Equivalent fractions, cause and effect relationships, following instructions—all of these skills take place in the kitchen while children get to move around the kitchen. If encouraging the little ones, allow them to stir cookie dough or hold the mixer on low—even the combining of ingredients can be a great learning experience that incorporates movement for little ones.

Combine movement-based games with learning at home for a fun-filled family game night! Practice vocabulary terms, historic dates, physics terms, etc., while playing charades. Pictionary is another option for the artistically-inclined. For board game lovers, plan a Scrabble match or Boggle challenge, where wordsmiths can spell and strategize while moving game pieces or rolling dice.

Study Tips for High School High Achievers

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For students who have previously excelled in school without exerting much effort, the idea of an intense study session may seem not only foreign, but also intimidating. While these students have grown accustomed to acing assessments, memorizing concepts, and tackling tasks with ease, they may have inadvertently neglected to acquire an essential academic tool—effective study skills.

For gifted students, those who have naturally acquired, implemented, and stockpiled knowledge and content in their classes from previous years, difficult concepts or the sudden need to study in order to retain information can be jarring and frustrating. For these students, school has come easily until now—which means that honed study skills and strategies might be outside of their repertoire.

What can be done for these naturally-gifted secondary students, those who oppose studying out of stubbornness, unfamiliarity, or sheer confusion? Plenty.

1)  Start small with a rough outline of the essential material. For instance, if a high-achieving student in an AP history class is struggling to study for the first time, suggest that she create a realistic timeline for preparing for the assessment. A student who has never had to study is more likely to attempt a cramming strategy—or, non-strategy, if we are being honest. The added stress and lethargy from a long night of cramming before an exam can actually negatively impact the test-taker. As early as possible before an exam, high schoolers should attempt to roughly map out a study schedule that provides them with at least 3-5 days of advanced preparation.

The simple sample outline below for our AP history student could act as a starting point for those students that have never had to make an outline before:

Monday Tuesday Wednesday
Topic/Concept WWII Key Players Dates Vocab
Actions -Review map

-Chart Germany’s battles/progress

-Assign 1 key point for each significant  historical person

 -Make 2nd copy of blank timeline; try to complete from memory

-Highlight most significant dates during the Holocaust

 -Define unfamiliar terms from class notes/text

-Use new terms 2x per day until exam
Reminders Look closely at Allied nations Review date/location of start and end of WWII Ask peer to compare to find additional terms

 

2) If the basic outline above is a challenge for your novice studier, encourage her to find reputable online sources or videos that walk students through the process of making a study guide or outline. Often times, knowing where and how to begin can be the most intimidating part of studying for students who have had information retention come naturally for so long. By watching how other successful, experienced studiers compose an outline or gather information for a study guide, reluctant studiers then have a step-by-step resource to help walk them through the process. This is especially nice for parents if high school aged students are vehemently opposed to “doing it Mom or Dad’s way.”

3) Encourage novice studiers to “take small bites at first, then go back for more later.” This principle helps to reinforce memory and recall. If students cram or spend minimal time trying to memorize a concept, they will likely lose vital details prior to the assessment. Instead, once students feel that they have mastered or internalized a concept, prompt them to revisit that concept a few hours later or the following day. This will help high schoolers to understand if the material has been moved from short-term memory to long-term memory.

4) Ask your high school student to “teach” the material to another person. One long-standing concept about learning is the fact that mastery comes when one is able to teach or relay the information to another person. In this sense, students are not only confident in their ability to remember the info, but they take it a step further to explain or translate the information in their own words. Encourage your child to not only review definitions, for example, but come up with his own new definitions. This way, your high schooler will know for sure if he or she fully conceptualizes the term and its meaning.