Alcohol and Drug Awareness Month

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Since the late 1980s, the National Council on Alcoholism and Drug Dependence has spent the month of April educating the public on issues related to drugs and alcohol. This year’s theme, “Talk Early, Talk Often: Parents Can Make a Difference in Teen Alcohol Use,” focuses on the important role that parents play when it comes to negative influences in children’s lives. For this year’s event, the NCADD has helped to organize a series of local, state and national events aimed at educating people about the treatment and prevention of alcoholism, especially among our youth.

The National Council on Alcoholism and Drug Dependence encourages the practice of open and honest conversations between parents and teens. For many different reasons, these conversations can be uncomfortable for both parents and children. Not only is trust involved, but issues pertaining to peer pressure and maturity also impact a teen’s decisions and mind set. Ultimately, you know your teen better than anyone—but it never hurts to have a few suggestions on how to broach the subject of the detriments of drug and alcohol use.

Start the conversation before you think it’s time to start the conversation

Whether we’d like to believe it or not, the average age at which a young person first tries alcohol in the United States is 13 years old. Yes, this means that the average 6th or 7th grader has tried—or at least been given the opportunity to try—alcohol. As astounding as this statistic may seem, it is essential that parents realize that curiosity about drugs and alcohol may begin earlier than expected, especially with easy access to internet information via personal devices. Begin openly discussing these matters early and often. If your child or teen knows that they can come to you openly about these topics, they’ll be more likely to seek your advice when the time comes to make the tough decisions.

Know what is going on inside and outside of your house

Technology has done wonders in terms of connecting and informing today’s youth. Unfortunately, this connectivity can be a double-edged sword. According to recent reports, over 50% of American children own a cell phone by the age of 6. With the rise of social media forums, teens can access and share information like never before. Therefore, stories and photos from last weekend’s party will hit the internet before you’ve even realized that your child may have hosted the party. Between Snapchat, Twitter, and Instagram, today’s kids are able to document their every move. As the parent, it is your job to be fully aware of your child’s activities. Yes, privacy and trust are important, but parents must be aware of the possibility that drugs and alcohol are realistic temptations.

Be direct and honest about the consequences

As we all know, part of growing up and maturing into adults involves making decisions—which sometimes means making mistakes. This is part of the learning curve that we all experience throughout our lives. As the parent, you are fully aware of the lessons, morals, and wisdom that you’d like to instill in your child. Discussing the honest consequences of drug and alcohol use is a difficult yet important step in keeping the communication lines open. These conversations are not meant to scare, but rather to realistically inform about the dangers of harmful decision-making. Teenage brains are naturally curious, impulsive, and spontaneous. That said, teens will possibly make difficult decisions without the slightest bit of contemplation, especially about the severity of the potential consequences. Talk honestly about the dangers of drinking and driving—make sure that you child knows that there is always another (better) option. Prompt your child to think about everything that is important in his or her life—and be sure to highlight the fact that making poor choices could mean gambling all of these things away. As scary as it may sound, teens need to know that some mistakes, while unintentional accidents, are still too severe to be undone.
Even if you still think you have a few years before you need to have this conversation, consider using the NCADD’s “Talk Early, Talk Often” awareness campaign to introduce the topic with your child. It’s never too early to be proactive in shaping good decision-making.

Homework Time Made Easier

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Homework is simply a fact of life for today’s students. As early as kindergarten, children are bringing homework home from school. While homework has its many benefits, the majority of students would rather forget about the additional practices, projects, and papers. With such an aversion, homework time at home can be a real battle. Yet, it does not have to be. There are many tried-and-true strategies when it comes to alleviating the stress of homework.

Here are some of our favorites.

First and foremost, a key to easing homework stress is to make sure that the homework actually makes it home. Depending on your child’s age, it may be a struggle to simply keep track of the many worksheets that need to travel to and from school. Keeping your child’s work organized can make all the difference when sitting down to work. Try using a homework folder designated for nightly assignments. Use color-coded tabs or sticky notes to manage daily assignments and due dates. Staying organized is a significant start to managing the homework routine.

Set a Schedule

Set expectations by creating a homework schedule. Between the many afterschool activities and busy schedules that each family undoubtedly juggles, homework may become an afterthought. Make sure that your child knows when and where he or she should be completing homework each night. Set limits on the use of technology during homework time. Cell phones, television, and other distractions can make homework completion impossible, so it is best that these things remain off limits until homework is completed.

Break It Down

When homework has mounted to a seemingly unmanageable level, break the assignments down to avoid a mental meltdown. Especially during the middle and high school years, the amount of homework assignments can increase greatly. Staring down a mountain of papers can stress out both you and your child. If your child is unable to chunk the assignments into manageable pieces, help them out by creating an “order of importance” list. Arrange the work into a schedule based on difficulty and due date. This way, you and your child can prioritize the homework and alleviate any stress from the many assignments.

Promote Practice, Not Perfection

When it comes to difficult assignments, emphasize the importance of effort and completion, not necessarily perfection or 100% correctness. When homework becomes a frustrating tear-session for your child, explain that homework is meant to be practice. Too often, students stress over the need to answer questions and submit flawless assignments. Yes, that is the eventual goal, but homework is meant to provide practice—not display perfection. In fact, most homework assignments are intended to show the teacher whether or not students understood the content. Teachers also use homework assignments as a way to gauge the pacing of lessons or content. So, when the tears start welling, remind your child that homework is for practice.

Building Up Self-Esteem in the Classroom

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i-741519_1280Social-emotional development is a key aspect of growth for children, especially during the teenage years. Questions, conflicts, and angst revolving around one’s identity are indicative of this tempestuous stage in life. Many adolescents, if not all, struggle with building self-esteem. As educators, we have the opportunity to not only teach, but to lead by example.

I, like many adults, can personally relate to my sporadically insecure and apprehensive middle schoolers. The braces, blemishes, and all of those other lovely aspects of my own adolescent years are fresh in my mind when I stand in front of my classes—their hesitant expressions are another reminder of how hard it is to be a teenager. However, two things that can lessen the blow of adolescence are a positive outlook and a resilient self-esteem.

Methods to address the insecurities change from day to day, and vary depending on the student. Obviously, what makes one student feel comfortable and confident may not be the key for another. Even so, there are ways to make a teacher’s classroom, instruction, and demeanor more conducive to building students’ self-esteem.

Be open about your own flaws or weaknesses

For the most part, it is common for students to expect perfection and level-headedness from their teachers to a certain degree. This is evident by the fact that they are shocked and humored when we miscalculate, misspell, or misconstrue something. They are even more shocked to see us scrambling through the mall in sweats and a baseball hat on a Saturday. While mildly embarrassing to us, these somewhat amusing instances are truly beneficial to building our students’ self-esteem.

Capitalize on these opportunities by shattering the belief that perfection is the key to high self-esteem. Yes, teachers are tasked with teaching our subjects, but we are not the “almighty keepers of the knowledge.” We are human beings that have flaws and make mistakes. Embrace these blunders in the classroom—they show our students that, just like teenagers, we adults make mistakes, too. This realization that everyone makes mistakes helps students accept their own missteps and build self-esteem.

Show your true colors

Learning occurs when students take risks in the classroom. Risk-taking is also a sign of confidence and self-esteem. If we teachers are not presenting our true selves, how can we expect our students to feel comfortable enough to show their own true colors? In order to foster these themes of confidence, honesty, and authenticity in the classroom, we must truly practice what we preach.

Beware, though, that adolescents have the uncanny ability to detect phoniness. They are observant, intuitive, and critical. Therefore, it is not the easiest task for teachers to wear all of the hats and still remain authentic in the classroom. All at once, we must maintain professionalism, provide engagement, and remain enthusiastic about the lesson, while also cracking down on behaviors and managing 30+ teenagers in a room. This can be quite a tall order; however, exhibiting your own confidence in the classroom is key to encouraging your students’ self-esteem. Just as parents should model good self-esteem at home, teachers should lead by example, as well.

Explain that “this too shall pass”

Another honest conversation that teachers can have with students in order to foster self-esteem involves discussions of the future. It is easy for anyone to get caught up or discouraged by difficulties happening in the here and now. This is especially true for teenagers. Teens are developmentally prone to “sweat the small stuff.” As a teen, I remember overreacting, dramatizing, and fixating on what turned out to be tiny non-problems. Of course, hindsight is 20/20, but genuine discussions about how to look past our problems and put things into perspective will nurture a positive outlook.

As teachers, we know that personal connections can make all the difference with our students. Sharing anecdotes about my own struggles and slip-ups growing up allows me to relate to my students and relay strategies that worked versus those that didn’t quite pan out. Showing your students that you can relate to their insecurities is beneficial; showing students that you’ve shed your insecurities and built-up your self-esteem over time can be even more beneficial.

At the start of this school year, I hung two pictures outside of my classroom—my school photo from 6th grade and another from 8th grade. I don’t have to tell you that these photos are beyond embarrassing. My students know all too well that, since hormones run high and self-esteem runs low, these teenage years present plenty of challenges. By sharing your own weaknesses, exhibiting authenticity, and discussing your own fluctuations of self-esteem, teachers have the ability to lead by example and foster positive self-images in the classroom.

Teacher’s Learning Secrets to Use at Home

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censorship picGetting 30+ children in a room, and keeping them quiet, engaged, and focused for any length of time is no easy task. As educators, we must show prowess in pedagogy and behavior management at any given moment. We know what it takes to manage, encourage, educate, and inspire children—after all, it is our job. However, it is not our job, alone. As parents, you help to shape your child’s educational experience and expectations. It’s a team effort, which is why I want to share some tried and true learning and behavior management strategies that can boost comprehension and cooperation at home.

“You don’t have to do anything that you don’t want to do.”

This statement will literally stun your child at first—as it should. Children are used to following rules and listening to directions. So, if you’re ever in the “But I don’t want to” battle over homework or studying, start with this statement: You do not have to do anything, but you must be ready to accept the consequences. When you explain to children that they have some autonomy in their own decision-making, they begin to comprehend independence and consequences more clearly.

When students ask me if they have to do something, I always respond like this: There is nothing in life that we have to do, necessarily. We do not have to show up to work every day. We do not have to brush our teeth. We do not have to tell the truth. But in every decision that we make, we must be prepared to face the consequences. So, the next time your child asks if she has to read for her book report, give her the honest truth—she does not have to read the book, but she will have to accept the consequences of neglecting the reading, i.e., failure, stress, lower GPA, etc. Your child will make the right decision when faced with the options and consequences.

Push reading of any sort or genre

I often get questions like, “What should my child be reading in her spare time?” or “How can I get him interested in a different genre?” Too often, parents want to steer a child’s reading interests, or discourage certain juvenile or fictional selections. The key to reading for pleasure is that it is pleasurable. Encourage more reading at home by allowing your child to select from any genre. When children have a genuine interest in a book, they’re more likely to retain the information. The same thing is true with engagement in the classroom. This is why teachers are constantly tasked with making lessons relevant to our students’ real lives. That said, encourage reading for pleasure by leaving the selection up to your child. After all, when kids are picking up a book instead of a remote control or smartphone, I consider that a win.

Master the follow-up question

The follow-up question is a great technique to prompt your child to expound upon a statement or idea. You can use a follow-up question for conversations beyond homework, as well. For instance, the ever-so-popular “How was your day?” question often elicits an unenthused response. Instead of settling with a blasé reply, follow-up with another question. Ask your child what exactly was “fine” about today? Prompt him to define the word “fine.” Ask how the day could have gone differently or inquire about what your child hoped would have happened today.

Of course, the follow-up question applies to academics, as well. Ask your child how he or she would describe the main character of an assigned novel. Then, follow-up with the “why” question. What happened in the story to bring him to this conclusion? Does he think that his opinion of this character will change as the story continues? These questions urge your child to elaborate and explain in detail. This practice, which teachers use frequently, demonstrates the importance of being able to not only answer appropriately, but to explain how one came to that conclusion.

These teacher’s “secrets” can be just as effective at home as at school. And when employed by both parents and teachers, these learning strategies encourage and enhance student autonomy and achievement.

Parent Involvement: How Much is Too Much?

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Involved parents are undoubtedly one of the main contributors to a student’s academic success. As much as students may not acknowledge it, you parents are very significant to your child’s education. We’ve seen the data–statistics, charts, and graphs about how absent or uninvolved parents result in academically low-achieving children. Of course, there are always exceptions to the rule–students with parents that are disinterested in their schoolwork can still manage to succeed by making academics a priority. Even so, the majority of teachers would attribute student success to a few key things. Parent involvement is one of those major things.

 

At times, however, the pendulum may swing too far. Overbearing parents that micromanage, handhold, and make excuses on behalf of the child can be as detrimental as the parents who are absent all together. This can be quite the fine line, especially for the major academic transition years when students are entering middle school or high school. Moreover, this is a difficult conversation for teachers and parents to have–no parent wants to be told to “back off.” And trust me, no teacher wants to be that messenger either! Below are a few tips on how to loosen the reins while still maintaining involvement in your child’s education.

 

Have a “my job/your job” conversation

 

One way to lay out the ground rules and expectations of your involvement during the school year is to simply discuss it at the start of the academic year. Talk with your child about when and why you will get involved with your child’s teachers. Under what circumstances should your child take the lead in handling a situation? When does it become necessary for parents to step in?

 

For example, your teenage child should not rely on you to email her teacher about an extension on a project–that is the student’s job. Furthermore, while teachers appreciate parental involvement, it is often a welcomed sign of maturity and autonomy when students take initiative to handle a situation with the teacher personally, as opposed to calling on mom or dad. Simply discussing what is and is not your job as the parent sends the message that your child should be in control of his or her academics.

 

Check-in on vs. Check-up on

 

Checking-in with your child is less invasive than checking-up on your child. You absolutely can and should contact your child’s teacher(s) about grades and behavior whenever necessary–the key word here being necessary. Checking-in implies that you are having a conversation with your child about how he or she can improve. Checking-up on your child implies that the conversation is taking place primarily between parent and teacher–not involving the child.

 

There are times when the parent and teacher should discuss matters in the absence of the student. But approaching your child first will shed more light on the situation before speaking to the teacher. Again, this is all about responsibility and independence. Parents and teachers can only take a child so far–at some point, it becomes the child’s responsibility.

 

Praise the initiative

 

Loosening the grip is difficult for both parent and child. Up until this point, the parent has been the caretaker, advocate, cheerleader, homework checker, and teacher-whisperer. As your child is gaining more independence with age, is becomes your job to encourage their self-sufficiency.

 

Talk to your child about when, why, and how to approach teachers and coaches for extra help. Explain the importance of asking questions in class, seeking help, and emailing teachers for clarity. This can be scary, especially for those “green” middle school years. In elementary school, students had a comfort level with the one teacher that instructs all content areas. Now, they have to learn a whole new set of faces, personalities, and procedures for the many classes. This can be downright intimidating, but remind your child of this: teachers are just people who want to see them succeed.

 

Encourage your child to build a relationship with teachers so that they’ll feel more comfortable seeking help when necessary. Acknowledge a job well-done when your child meets with or emails a teacher herself. Discuss the positive feeling that comes when your child shows responsibility and independence.

 

Too much of a good thing

 

Your child will always be your baby–there is no denying that. However, as difficult as it may be, parents must learn to pass responsibility on to the student at some point. Children who have been micromanaged and hand-held throughout their academic years will suffer later on. These students likely expect things to come easily to them because “mom and dad always took care of it.” These students may also lack social tact because they never had to speak for themselves. This constant academic “spoon feeding” will result in a student that is dependent on someone else to clean up messes and solve problems.

The time will come when mom and dad will (hopefully) not be able to contact the college professors about how their child can improve a grade. There are no parent-professor conferences to discuss extra-credit opportunities. Encouraging academic autonomy now will serve your child well through all levels of education–and beyond.

Self-Esteem: Building a Strong Foundation

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qualities-795867_1920February is National Boost Your Self-Esteem Month. Boosting one’s self-esteem is something that everyone has surely dealt with at some point. Even adults struggle with issues of self-esteem and self-worth from time to time. For teens, self-esteem, or the lack thereof, can greatly affect social and emotional development.

Merriam-Webster defines self-esteem as, “a feeling of having respect for yourself and your abilities; a confidence and satisfaction in oneself.” I consider self-esteem to be closely related to comfort level—how comfortable am I with my person as a whole? The tricky thing about self-esteem is that it can take decades to develop a strong sense of self-worth. Even then, once achieved, the comfort level is not concrete or guaranteed to last. Perhaps the most interesting thing about self-esteem is its plasticity or fluidity. Similarly to happiness, self-esteem can and will fluctuate throughout one’s life. You can be a happy person, and still experience low moments in the same manner that you can be a confident person, but still have periods of insecurity or low self-esteem.

This fluidity is especially important when discussing self-esteem with adolescents. The important thing to teach teens about self-image and confidence is that it can and will develop as we age. Furthermore, there are strategies that we can personally employ to build self-esteem.

Exercise positive self-talk: At any point throughout the day, teens are conversing with themselves using “self-talk.” This internal dialogue that we all employ from time to time has the ability to sway our moods and affect our self-perception. Almost like a chain reaction, what we think influences how we feel, which then influences how we behave. A teen that engages in negative self-talk is setting a self-fulfilling prophecy into motion. When people constantly put themselves down about their appearance or abilities, they orchestrate their own obstacles. Instead, encourage your child to engage in self-praise. Model that behavior by engaging in your own positive self-talk. Ask your child what he believes is his best personal trait. Ask him if he has any hidden talents or unique skills. Simply discussing the positives can alter your teen’s self-perception.

Discuss reasonable expectations: Self-esteem is more often compromised when we experience some sort of failure or rejection. It is important to talk through these disappointing moments with teens. Let your child know that failure is an important part of learning and growing that everyone experiences. Think of these moments as setbacks, an opportunity to simply begin again with more knowledge this time around. Also discuss the idea that perfection does not exist—there is no perfect athlete, artist, or musician. The perfect face and body are fantasies, as well. The idea is not to encourage your teen to aim low, but instead to prepare her to expect challenges in life. The more prepared your teen is to face challenges, the less she will internalize a set-back as a personal failure.

Defuse negative energy from others: Self-esteem can be greatly influenced by peers and others’ perceptions. This is especially true for adolescents, when fitting in and being socially accepted becomes more of a priority. No matter how much we want to deny or ignore it, other people’s words can greatly affect us. During adolescent years, when teens are most vulnerable and sensitive to peer pressure, teasing and other unkind gestures can compound the negative “self-talk.” When we hear others saying negative things about us, true or not, we may begin to question ourselves. Am I stupid like they say? Am I ugly like they claim? How can I be better so that others will like me? These types of questions arise when we internalize the negativity that others inflict on us. While we can’t control what other people say, we can control how we react to them. Teach your teen to ignore the negativity and focus more on his own feelings. Encourage teens to focus on the opinion that matters most—their own.

A fascinating aspect of self-esteem is the fact that we have some authority over it. In the same way that we work out to build and maintain muscle mass, we can shape our self-esteem. Yes, it takes time. It can be a lifelong process, but everything worth having requires time and effort. Talk to your teen about self-perception and self-esteem. The earlier that a child begins to feel confident in himself, and learns to maintain and build that confidence, the better.

No Name-Calling Week: A Teacher’s Approach

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Many people are unaware of No Name-Calling Week. To be honest, I did not know about this week-long movement until recently. We educators, however, are all too aware of the name-calling that occurs regularly in our schools.

As a former teacher, I have been privy to the impact that name-calling and other bullying can have on an adolescent. As we’ve all experienced ourselves, when students mature into adults, they become less concerned with how others view them, the names others call them, or any rumors being spread. Thankfully, with age and maturity comes a secure sense of self and disregard for teasing, bullying, etc. For middle schoolers and teens, however, arriving at this notion of self-awareness and confidence can be a rough and seemingly endless road.

As teachers and educators, it is our job to be tuned in to the goings on in our classrooms and hallways. Now more than ever before bullying, whether cyber or otherwise, can have tragic outcomes. It is no longer a case of “toughen up,” “shake it off,” or “pay no mind to what others have to say about you.” Hormones, emotions, and peer pressures have the potential to brew the perfect storm of misery for a bullied teen. With consequences as serious as depression, school violence, and suicide, we cannot simply chalk it up teenagers being teenagers. We cannot simply ask victims to “brush it off.”

Even more difficult sometimes is the fact that adolescents may not come right out and say that they are being bullied. In fact, teens tend to think that “tattling” on the bully will undoubtedly make things worse–which is often the case. A keen awareness can sometimes make all the difference for a teen that is struggling with being bullied. These are some common indicators that a student may be a victim of bullying:

  • Unexplainable injuries such as scratches, bruises, etc.
  • Frequent health complaints such as headaches or stomach aches
  • Sudden loss of friends or avoidance of social situations, refusal to work in groups
  • Suddenly feeling sick, faking illness, or asking to go to the nurse regularly
  • Changes in eating habits, such as suddenly skipping meals or constantly asking to complete classwork during lunch
  • Lethargy, low-energy, or falling asleep in class
  • Declining grades, loss of interest in schoolwork, or frequent absences
  • Depressed demeanor or frequent crying
  • Self-destructive behaviors or mentions of suicide

If you notice some of these signs in a student, make a point to discuss observations of the student with colleagues, guidance counsellors, and other adults. Bullying is often an embarrassing and sensitive point of contention for students–the last thing they may want to do is discuss their personal woes with a teacher. Gather as much information about the student’s behavior trends and peer groups first. Then approach the student or parent if necessary.

Too often, victims of bullying believe that no one notices or cares about their struggles. Teachers can shatter this notion by being a listener, advocate, or disciplinarian if need be in bullying situations.

Parents Play an Important Role in the Anti-Bullying Movement

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No Name-Calling Week is a holiday that recognizes the importance of acceptance while taking anti-bullying measures in schools and having honest discussions about the severity of bullying.

As an educator, I am all too aware of the impact that name-calling and other bullying can have on an adolescent. However, as we all know, teens are not exactly forthcoming about their emotions. Parents especially may be left in the dark in terms of happenings at school and with peers. Moreover, the accessibility of technology and smartphones has made it even easier for adolescents to bully one another. Snapchat, instagram, vine, and other social media forums are often laden with unkind, sometimes downright harsh, remarks and comments.

Whether you personally experienced bullying as a teen or not, you likely know of someone who has been affected by bullying. It is important that parents understand just how serious this issue can be for a young person. Hormones, emotions, and peer pressures create a breeding ground for insecurity. Bullies often exploit these already-vulnerable teens, making life significantly harder in and out of school. While teens may be intent on guarding their private lives from their parents, it is vital that parents know the signs of a bully and a victim.

Signs that your teen may be a victim of bullying:

  • Unexplainable injuries, or an attempt to hide or make excuses for odd injuries
  • Lost or destroyed clothes, phones, tablets, jewelry, etc.
  • Complaining of frequent headaches or stomach aches; attempting to miss school suddenly
  • Changes in eating habits, like suddenly skipping meals or binge eating after school (often a sign that a child is avoiding lunch in the cafeteria)
  • Difficulty sleeping or frequent nightmares; oversleeping at any opportunity
  • Declining grades, loss of interest in schoolwork, sports, or other extracurriculars
  • Sudden loss of friends or avoidance of social situations; skipping plans or ignoring invitations from peers
  • Feelings of helplessness or decreased self esteem
  • Prolonged depressed mood or talks of suicide

Signs that your teen may be bullying others:

  • Frequently in trouble for fighting or verbally attacking others
  • Sudden change of peer group
  • Noticeable increase in aggressive behavior
  • Behavioral and/or academic trouble at school
  • Impulsive, irresponsible, or reckless behavior
  • Overly concerned with popularity and new peer groups

Of course, you know your child better than anyone–and you know their level of openness with you. It is okay to have open and honest conversations about school that focus on social topics, as opposed to simply asking only about academics. While autonomy is a major part of teen development, there are plenty of occasions when parents can and should get involved. Cases of bullying are certainly one of those instances.

For more information on how parents can discuss issues of bullying and school violence with teens, visit the link below.

http://www.violencepreventionworks.org/public/bullying_tips_for_parents.page

 

Learning to Learn

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Learning is a never-ending process. Of course, as educators, we put learning at the forefront of everything we do in the classroom. We ask ourselves many questions regarding the learning that we are hoping to witness: How am I going to see that they’ve understood? What will I do if they don’t understand? Is this a measurable objective? How can I apply this lesson to the real world? Do they care to learn this? With all of these questions about learning, it is important that we teachers step back and teach how to learn.

Especially during the transition grades—entering middle school, high school, or college—we must prepare students to learn how they learn best. Arguably, the best way to do this is to provide students with strategies that they can test out and employ. One of the major obstacles that I faced in my education involved studying. I always questioned myself in that area—Have I studied enough? Did I study the right concepts? Is memorizing the same thing as studying?

Here are a few tips that educators can teach students with regard to learning and studying:

  • Teach students how to pace themselves. It is much easier to tackle small bits of information at a time than it is to cram. Waiting until the last minute to cram before a test is also a surefire way to create unnecessary anxiety. Remind students of due dates and test dates. It is also helpful to model the process of chunking the work into manageable pieces along the way.
  • Encourage students to ask questions. Depending on the age and comfort level of a student, this may be a struggle at first. You could also provide question cards. Have students anonymously write questions that they’d like to have answered during the review session. It is also a good idea to encourage students to jot notes down during a class review or study.
  • Teach students to embrace the flashcard. This may seem like a painfully obvious approach to studying, but flashcards truly have several benefits. Creating flashcards helps to imprint the information beyond the scope of a student’s short-term memory. Writing something begins to solidify a connection in memory. Flashcards also force students to focus on only the key points. Since the purpose is to contain the important information on a small index card, students practice narrowing in on the main ideas and take-home points of the lesson. Of course, flashcards are also very handy to quickly and conveniently review material.
  • Model the mnemonic device. As crazy as it may sound, the mnemonic device was one of my best study quirks throughout all of my years of education. Even in graduate school, mnemonic devices helped to retain information that I thought I could never simply memorize. This strategy can utilize anything from a rhyme, song, pattern of words or letters, alliteration, etc., in order to solidify the information and easily recall it when necessary.

Introduce your students to these learning strategies to help them strengthen their study skills and enhance their performance across a range of subjects. As my experience suggests, these strategies will serve them well for years!

Turning Conflicts into Teachable Moments

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Any instance where 30 or more children or teens are working in one room can have the potential to ignite a conflict. An educator’s initial instinct may be to immediately extinguish the fire, which in some cases, is absolutely necessary. However, another approach to address conflict is to highlight and dissect the moment. Speaking through a conflict certainly involves tact; however, the practice will benefit future interactions in the classroom.

Address the issue headfirst: A surefire way to allow conflicts in the classroom to escalate is to sweep them under the rug. When students feel unheard or misunderstood, frustrations build. As uncomfortable as a discussion may seem, the conflict will not dissipate until it is brought to light.

Set the expectation: As the adult in the room, it is vital that the teacher creates a safe space for conflict resolution to take place. Students need validation and acknowledgment of their feelings and opinions. Educators must practice impartiality and fairness for all students involved. If students do not trust the situation, they will not open the door to allow honest conversations.

Encourage introspection: Ask students to identify exactly what emotions they are experiencing—there is a big difference between frustration and resentment. Motivate students to think about the root of the conflict. Oftentimes, conflicts arise out of misinterpreted messages. Ask students to speak honestly and directly about what they are thinking and experiencing.

Seek common ground: Frame the conversation around end goals and ask students what they would like to see as a result of this mediation. How are the students’ desires alike? How can the group compromise to ensure that everyone is heard? Highlight the fact that both students have similar feelings—just different opinions of the situation.

Curiosity kills the conflict: Effect change in students’ mindsets by encouraging everyone involved to remain curious and open-minded. Headstrong stubbornness will only help to facilitate the conflict; it’s fuel to the fire, so to speak. Keeping an open mind and truly listening to the other person allows barriers and egos to come down. When students are genuinely curious about the other person’s perspective, empathy, understanding, and resolutions will begin to smother the fiery conflict.

Conflict in the classroom is inevitable, but it doesn’t have to be an obstacle. Quite conversely, conflicts can be catalysts for learning opportunities and social and emotional growth. Embrace the teachable moments and know that every tough instance is an opportunity to advance our understanding of communication.