The Juggling Act: Executive Functioning Help

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One of the more common stressors that parents and students are experiencing with the new distance learning initiatives involves organization. Since students are no longer getting daily, face-to-face instruction, and academic and behavioral supports are likely inconsistent, many executive functioning skills that students would typically acquire and practice in school have been left by the wayside. To add insult to injury, at-home learning, as we’ve begun to realize, requires a great deal of time management, organization, flexibility, task initiation, prioritizing, and self-monitoring on behalf of the student. It is as though we have suddenly removed the training wheels and encouraged students to try mountain biking!

With rotating schedules, office hours, Zoom meetings, email check-ins, daily assignments, and weekly tasks for each subject area, not to mention that these are posted to various online platforms, it is no wonder that parents and students are feeling the stress of juggling so many components. There are strategies, however, that parents and children can begin to employ to help ease the stress and flex their executive functioning muscles!

 

  • Write out a clear, color-coded weekly schedule and post it where all members of the household can view it. Below is a sample for what an elementary or middle school weekly schedule might look like:

 

Monday/Wed AM
  • Review all course announcements, posts, updates (15 mins)
  • Write due dates for each subject area in agenda book (10 mins)
  • Daily reading assignment (20 mins)
PM
  • Zoom/office hours for English & Math (50 mins)
  • Independent work time (60 mins)
  • Review HW and email questions to yourself to ask during next office hours (30 mins)
Tuesday/Thurs AM
  • Check email (10 mins)
  • Daily reading assignment (20 mins)
  • Independent work time (60 mins; use agenda to prioritize)
PM
  • Zoom/office hours for Science & History (50 mins)
  • Check agenda for upcoming HW/tasks (10 mins)
  • Independent work time (30 mins)
  • Art, music, language, leisure activity (30 mins)

 

Friday AM
  • Review completed work; submit anything due (15 mins)
  • Daily reading assignment (20 mins)
  • Check email (10 mins)
PM
  • Zoom with study buddy (30 mins)
  • Independent work time (60 mins)
  • Organize materials for next week (20 mins)

 

  • To help with the initial creation of the schedule, parents should reach out to teachers about the approximate time that their child should be working on the course content per day. Of course, this will vary from time to time; however, the key to building a routine is to set the expectations and stick to them. This includes expected timelines for working during the day.
  • If parents believe that their child is spending too much time in front of a screen or is struggling to complete work in a reasonable amount of time, they should reach out to the content teacher.
  • Another important detail that parents and students will find helpful is to jot down where each course will be posting their updates and materials. Since some teachers are using Canvas or MyMCPS, while others are using Google Classroom or Padlet, simply finding the work can become a task in itself. To stay sane, keep a running post-it note inside the child’s agenda book or on the back of the weekly schedule. On the post-it should be each teacher’s name, course, preferred platform for instruction, and email address.
  • In addition to the post-it cheat sheet for finding materials, parents can help ease transition times between activities by bookmarking crucial websites with their kids.
  • To help with time management and prioritizing work, at the start of each week parents should encourage children to consider which tasks will be most difficult and/or time consuming. This allows students to begin to see how prior planning can help alleviate unnecessary stress from procrastination or task-avoidance.
  • By writing tasks and due dates in an agenda book, students are enacting executive functioning skills on several different levels. First, the act of writing out each assignment helps to solidify the information into one’s working memory. Secondly, the visual schedule of due dates helps students anticipate priorities and plan appropriately. Finally, when finished with a task, students should check off or cross out the completed assignment. This becomes a satisfying method for self-monitoring one’s progress throughout the week.

 

 

 

 

 

 

 

 

 

 

 

Uncertainty & Anxiety—LE Discusses Solutions

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Uncertainty & Anxiety—LE Discusses Solutions

 

In addition to our own concerns, which include everything from our family’s health to the unstable economy, experts agree that children and teens are in an exceptionally vulnerable position where anxiety may arise and/or become exacerbated. This is a frightening notion for parents, and understandably so. To combat any anxious tendencies, families must first be aware of the potential for these feelings to emerge. In recognizing increased levels of stress and anxiety in kids, it is paramount that we first acknowledge and then talk through the issues at hand.

 

One important thing for parents to remember is that, once children begin to reach adolescence, their preferred soundboards shift from parents and guardians to their peers. Instead of relying on mom and dad for advice and support, kids tend to lean more on their close friends when dealing with issues. Of course, this only makes sense, due to the fact that our peers are the ones immersed in the daily strife and are experiencing the same or similar events from a familiar vantage point.

 

The teenage years are partly marked by the bonds and camaraderie that develop among peer groups. Therefore, the sudden and swift separation from those peer groups that Covid-19 has caused leaves adolescents feeling exceptionally vulnerable and lonely. Yes, technology allows for consistent contact for socializing—and today’s generation of teens is as savvy as ever. However, FaceTime, DM’s, and Zoom calls do not automatically fulfill the need and desire for close, face-to-face interactions and conversations with peers. Furthermore, the social sphere, whether that’s elementary, middle, or high school, has temporarily vanished, leaving kids suddenly yearning for their routines, daily interactions, typical schedules, and structures.

 

To help put anxious minds at ease, parents should be prepared to have several conversations:

  • Be aware of and acknowledge that the current situation is uncomfortable and unnerving. Kids need to feel validated in their feelings, so this is not the time to lead with, “suck it up,” “it’s not that bad,” or “others have it way worse than you.” Those statements, while potentially true, only serve to alienate your child further—again, they already feel lonely. They need to feel heard and understood now.
  • Encourage them to discuss and express their frustrations and listen. This is certainly a frustrating time for everyone, so children need to be provided with an outlet to express and release those anxious feelings.
  • Think about activities that allow your child to engage in physical activity while simultaneously having a discussion about what they’re experiencing and feeling. Dribbling the soccer ball, shooting hoops, even walking the dog or jumping on the trampoline can provide families with time to chat, while also releasing pent up energy and/or emotions.
  • Encourage virtual socializing among peers, being sure to agree upon outlets, expectations and time limits that are appropriate to the child’s age.
  • Think about having opportunities for groups of moms and daughters to have a virtual coffee date or discuss the latest episode of everyone’s favorite TV show.
  • Plan a virtual pizza party for young kids in the neighborhood if your youngster seems down or lonely.
  • Organize a Zoom call with karaoke to shake things up among friends or family.

 

The point is this: anxiety during this time, especially for kids and adolescents, can be overwhelming. Between hormonal changes and brain development, teens are practically primed to experience higher levels of stress as it is. Parents can help by acknowledging the difficulties, encouraging social connections, and validating their child’s emotions.

Making Remote Education Work for Students with Special Education Needs

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It is increasingly remarkable to think that just a few weeks ago, students and teachers were still in class, working towards end-of-quarter goals. So much has changed as Covid-19 has spread across the nation, shuttering schools indefinitely and leading students, parents, teachers and administrators to ask: What do we do now?

 

Learning never stops—it just changes course.

Many students were sent home with assignments to complete and deadlines to meet. Others are accessing online materials and connecting remotely with instructors. In some places, students are even taking a short break from the standard curriculum to explore educational videos, podcasts, interactive games and virtual museum tours.

 

The remote education opportunities are seemingly endless—that is, until special learning needs are added to the mix. Then navigating this “new normal” can seem downright impossible.

Although federal law mandates that school systems provide equal access to education for students with learning disabilities, no one seems to know what that means in our current situation. Across the nation, school districts are grappling with how to provide remote education to as many of the seven million impacted students as possible, without defying the law and potentially losing critical funding. Yet, with mere weeks to prepare, how can schools possibly replicate the services of diverse therapists—occupational, learning, behavioral, speech, physical and vision—as well as adaptive specialists and aides? It is not feasible.

 

Learning Essentials is here to help.

With our team of certified, advanced-degreed tutors, Learning Essentials is the premier special education tutoring company in the DC Metro area. We “get” these students and their diverse needs. We have the education and experience to assist students with learning disabilities and differences during this massive transition. Our learning strategies and multi-sensory methods are proven, and our team is equipped to offer fully online support for all learners.

 

As administrators, teachers, and parents struggle to create and implement in-home supports for special needs students, Learning Essentials is ready to step in with solutions. We can suggest modifications to learning content, accommodations for optimal learning environments, and techniques that can guide parents and support students in accessing the curriculum in these unprecedented circumstances.

 

Ready for help? Contact Learning Essentials today for a free consultation. Let us set the best course to keep special needs students on the path to learning.

Building Resilience in Trying Times

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The current Coronavirus pandemic is like nothing we have seen before. We as a society are essentially constructing the track as this train barrels along, which can be unnerving, to say the least. For families with children, the burden may fall even harder in the midst of this global crisis. One tinge of a silver lining, however, is the resilience that will come as a result of persevering through these difficult circumstances.

 

Instead of ruminating on the issues…

Try free writing for 10-15 minutes every day. This form of expression is proven to alleviate stress and anxiety, much like meditation. Expressive writing gives us the opportunity to sit with our thoughts and work through our emotions on paper. Additionally, this process encourages us to work through a difficult time by reclaiming some sense of power—writing allows us to feel a sense of control over how we choose to react in written form.

 

Expressive writing is also a platform for reflection. Through writing, we are able to take time to come to grips with the struggles around us and consider how we can enact change, even if it’s just change within our own attitude or outlook. Finally, expressive writing provides a record of trials and tribulations—later on, if another crisis arises, it provides a resource of strength for us to refer back to for guidance.

 

Instead of wallowing in despair or perseverating over what we’re missing…

Acknowledge the current circumstances and practice acceptance of what we cannot control. It is easy for children and teens to feel as though this health crisis is single handedly ruining many aspects of their lives—socially, emotionally, academically, romantically, psychologically, etc. They may feel as though life is on hold during this pandemic. However, resilience comes from confronting and overcoming hardships. Therefore, learning to accept the hardships or obstacles is the first step in building this level of grit and resilience. As the saying goes, “We must accept the things we cannot change and find courage to change whatever is within our control.”

 

Instead of focusing on the negative…

Help children build resilience by emphasizing gratitude. It is easy to become bogged down in trying times, especially when an unparalleled global crisis is occurring. However, by prioritizing the positive and examining all of the good happening around us, we begin to recognize our strength.

 

Are playdates out of the question? Yes. Is graduation up in the air? Yes. Is prom likely cancelled? Yes. But is your family taken care of? Do you have your immediate needs met? Are you healthy? Are there other people suffering more right now? YES. Resilience and gratitude tend to go hand in hand because, through this crisis, we will learn that we’re stronger than we thought, and we have this strength to be thankful for.

 

Instead of falling into a rut…

Use this difficult time as an opportunity to do things there was not time for in the past. Parents can help bolster a new sense of discovery for their children by encouraging new or abandoned hobbies. Learn a new language, help work on the car, explore which vegetables would thrive in the yard, write poetry, watch cooking competitions, pick up an old guitar, foster a pet. The list continues as far as we can imagine. It is up to parents to encourage new ways of learning, engaging, and experiencing the world during this time of great uncertainty. Resilience can be cultivated by keeping busy—but it is up to us to choose how we use this time.

 

Providing Realistic Reassurance

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Whether you are an educator, a parent, or a family member, you are likely fielding a lot of questions regarding the “what ifs” of the current state of things. The more complicated side of these questions is that we ourselves don’t have many answers to these questions—in fact, we’ve got questions of our own! One thing we can do for children and teens is to talk through their concerns as a family. The conversation may not always result in complete understanding or resolute answers. However, the importance is to ease fears and mediate concerns.

 

Missing milestones 

A major concern for today’s high school students is the fact that this unplanned, mid-school-year hiatus jeopardizes way more than just instruction and learning. Testing centers have been shut down; colleges and universities have sent students home, closed campuses, and moved to online learning for the second semester. For students who have been planning to tour campuses, take entrance exams, and narrow their final college search this spring, the current state of things makes those plans nearly impossible. Furthermore, the typical high school rites of passage that students look forward to throughout their entire education, such as spring break trips, prom, graduation and graduation parties, are more of an impossibility now because of COVID-19. How can parents begin to soften this blow?

  • Put things into perspective for your teens by showing them the realities that other people are living. If kids are preoccupied with the notion that they’re missing out on major high school events, we need to give them a reality check. By reading up on the death tolls, financial struggles, and hunger and homelessness that this pandemic is causing around the world, our teenagers are able to see that, despite these cancelled events, their lives are extremely blessed. Discuss the importance of gratitude and how, while it’s okay to be disappointed about missing these milestones, it should not become all consuming considering how much we have to be thankful for right now. Furthermore, remind teens that sulking about does nothing to change the outcome—happiness is a mindset.
  • Talk about how, even though the events themselves may be up in the air, the meaning behind these special rites of passage can never be lost. For instance, the importance of graduation is what it represents, not the ceremony itself. As a family, focus on the achievements and how, regardless of formal celebrations, the accomplishments still remain.
  • When high school students get upset over these missed opportunities, parents can also provide comfort by stating the obvious—everyone is going through these same losses, too. Your teen needs to remember that she isn’t the only one missing out on prom or not getting her driver’s license right away. While most adolescents find it difficult to see beyond themselves, they can find comfort in the fact that these circumstances are not unique to them—thousands of other high schoolers are experiencing these same feelings of disappointment.
  • When in doubt, highlight the great things that your teen has ahead of him. Yes, this is a largely confusing and disappointing time. However, this is going to pass. We can help ourselves get through these trying times by remaining positive and always looking for the silver lining.

Checking In Virtually

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Now that the school year has come to a screeching halt for many students, digital learning and online instruction is becoming the norm. However, in addition to content-specific questions and online discussion threads, educators can also take this time to remotely check in on students’ well-being.

 

It goes without saying that this is a crazy time full of many uncertainties. For children and teens, this global pandemic can be even more troubling, especially since the adults—the ones with all the answers—seem to have no answers at this point. One way that teachers can lend an ear, even if digitally, is to post daily check-ins using a platform like polleverywhere and Google Classroom.

 

With Google Classroom, students are likely already enrolled in their teachers’ courses and may be set up to receive messages from Google when teachers post. Therefore, the process for getting started with daily check-ins is fairly seamless. Teachers can simplify the process initially by creating a Google form that asks students to choose an emoji that represents how they are feeling today. This process takes mere minutes to set up and can provide key insight as to how children are doing at home during quarantine. Educators have many options within Google forms in terms of answer responses. For a simple poll, teachers can ask the following questions:

  • Using the rating scale, rate your level of comfort/understanding of the poem I posted yesterday.
  • Using the drop down options, select the emoji that corresponds to your mood right now.
  • Did you have enough food to eat today, yes or no?
  • Based on our digital packet, which concept are you finding to be the most difficult? Select all that apply from the drop down menu.

 

If teachers want to get more of a detailed response from students, they can select the “short answer” option in Google forms when asking for responses. One idea for teachers to check on students’ emotional well-being is to utilize the short answer function. Ask students to list their pit and peak or rose and thorn of the day. In essence, teachers are aiming to identify what is going well at home and what students may be struggling with more specifically. Google also provides options for teachers to provide an example of their own response. This allows students to see that everyone is in this together—we are all experiencing highs and lows while schools are closed.

 

Furthermore, educators can then use this data to reach out to students or families directly who may be struggling more significantly. Whether due to a lack of resources or the emotional impacts of isolation, teachers can relay these concerns to school administrators and/or community members to provide necessary resources and aid to families based on their needs.

 

Another way to utilize these web-based platforms is to open assignment threads to allow students to post back and forth to one another. Some English teachers are finding that they are still able to practice book talks and literature circle conversations during the school closures using these features.

 

A word of caution, since teenagers will be teenagers, especially when cooped up at home—teachers should set clear guidelines for participation. Make sure students know that their posts will be viewed by all members of the Google classroom and that the instructor (teacher) has the option to revoke any individual’s posting privileges if necessary. Finally, ask parents to join in the classroom discussion threads, posts, polls, etc. Google Classroom has an easy option to “invite guardians” through MCPS, so with one click, parents can join in the discussion as well!

Stop the Spread…of Rumors: Tips for Parents

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For parents, there are few things more heartbreaking than seeing your child in pain—especially when the infliction is emotional, not physical. There are no ice packs, bandages, or pain relievers that can alleviate emotional pain and distress, which means that many parents are left feeling helpless when their child comes home from school having been the subject of the rumor mill.

 

This aggravating adolescent tendency is practically a rite of passage. We’ve all been the target, or heard about, or maybe even helped to spread a rumor about one of our peers at some point or another. Truthfully, some people never fully grow out of the “lure of grapevine,” if you will. Regardless of your own experiences and memories, your child’s adverse experiences involving hurtful rumors will be an entirely new beast. Therefore, we’ve compiled some strategies for parents to help if and when the unfortunate situation arises.

 

  • Remind your teen that those closest to her will not be swayed or drawn into the hurtful gossip. Tell her that anyone who pays mind to or contributes to the rumors being spread either doesn’t know her or doesn’t truly care about her. Put these notions into perspective by providing your own example of a time when someone mischaracterized you. Explain that another person’s negative opinion, especially a person that doesn’t know you well, should be considered irrelevant. Add to this by explaining that your dignity and  self-worth cannot be diminished by another person.
  • Simply denying a rumor does nothing to squander it—in fact, denying may only make the situation worse. Tell your teen not to waste her energy on trying to convince her peers of what is true and what isn’t. Reaffirm the fact that the people who really know her won’t give any attention to ridiculous rumors. In addition, explain that her protestations only add fuel to the fire. Instead of fighting the rumors, do not give them any attention at all. Easier said than done, but ignoring gossip is the best way to remove yourself from these hostile situations.
  • If social media becomes more of a platform for antisocial interactions, talk to teens about restricting their privacy settings to avoid derogatory comments and/or any issues involved with sharing or reposting photos. Parents need to remind teens that, for all of the positive connectivity that social media can bring, the negative aspects can certainly overshadow the benefits. If your teen comes across inappropriate comments, messages, or responses, remind him to ignore, block, or report the information. Do not interact with or respond to the person, regardless of the circumstances. Again, the point is to remove yourself from the drama, not to fuel or fight the fire.
  • Parents can also use their own experiences with rumors and gossip to help teens find the silver lining in these difficult peer situations. Explain to your child that, while this moment may be particularly difficult, the trials and tribulations are going to strengthen them for similar circumstances in the future. During these difficult times when our character is brought into question, we truly begin to reconcile our own self-perceptions, apart from others’ opinions. The gossip may be difficult to overcome in the moment, but it will eventually strengthen your exterior.
  • When rumors and gossip cross the line and become harassment or defamation, parents need to step in and involve the appropriate parties at the school. Keep a record of texts, posts, emails, comments, etc., to document the extent of the bullying. Persistent, harmful rumors can certainly fall under the bullying/harassment category, meaning that disciplinary actions can be taken against students that are spreading or perpetuating these harmful rumors. Make sure that administrators, guidance counselors, and any other adult who is close to your child is involved in the conversation. When it comes to safety and mental health, it’s all hands on deck.
  • Finally, if you notice major changes in mood or behavior, especially regarding energy levels, motivation, social interactions, academic performance, eating/sleeping patterns, etc., take swift action. Gossip and harmful rumors, while mostly fleeting, can occasionally cause issues with self-esteem, depression, and even suicidal thoughts or actions. Because of this level of potential severity, it is crucial that parents monitor their teen’s demeanor and talk frequently about issues among peers.

Remote Learning: Making Use of Time at Home During School Closures, Part I

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State-wide school closures for an extended amount of time due to a worldwide pandemic is truly unprecedented. Families, school systems, and entire communities are now in a position like we have never known before. Aside from the logistics involving everything from last-minute childcare to methods for providing meals to local FARMS (free and reduced-price meals system) populations, many folks are left wondering about the academic ramifications of these indefinite school closures. Similar to “summer slide,” when students are known to experience academic regression while out of school for the summer months, these sudden weeks without instruction could undoubtedly pose academic issues for students. Some districts are utilizing online platforms to deliver content digitally to students at home, while others are rushing to provide supplemental course packets that students can complete at their own pace during the extended closure. Whatever the case, families will want to ensure that certain steps are taken so that learning continues, even when school is not in session.

Set up a routine

Many students (and teachers) view this sudden shutdown as an excuse to go into vacation mode. Tempting as that is, stopping everything to “hibernate” at home is ill-advised, even during this time when we have been instructed to practice “social distancing.” Being stuck at home should not necessarily mean that children and teens grow accustomed to day-long Netflix binging in pajamas on the couch. Parents should set the expectation early on that some of this time out of school is still going to be used for learning. Some suggestions include the following:

 

  • Maintain the expectation that certain times of the day should be “screen-free,” meaning no smartphones, video games, television, iPads, or computer use.
  • As an alternative to technology, encourage kids to try a different hobby, like reading, journaling, coloring, yoga, knitting, baking, gardening, etc. Teen and adult coloring books, Legos, paint-by-number and toy model kits are all solid options for quiet, screen-free entertainment. In addition to revving one’s creativity, these activities help to develop fine motor skills, dexterity, patience, focus, and attention to detail.
  • Suggest that children help out with meal time and/or the cleanup after dinner. Seeing as everyone’s schedule has likely opened up, with regard to school, sports, and extracurricular activities, now is a great time to set up a routine for family meal times.
  • Imbed some physical activity into everyone’s daily routines as well. Obviously, the gym and fitness classes are ill-advised due to suggestions to practice “social distancing.” However, families can take evening strolls around the neighborhood, walk the dog each morning, jump on the trampoline, mow the lawn, etc.
  • To stave off the eventual boredom, families will want to think about organizing evening routines and activities as well. Maybe try Monday movie nights, take-out Tuesday, speed walking Wednesday, etc. The key is to have something to look forward to each day, especially since many fun events for kids, like field trips, weekend excursions, birthday gatherings, sleepovers, and team sports have been cancelled.

Surviving Standardized Testing Season

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The end of the school year may be in sight, but one of the final hurdles, perhaps the most strenuous one, is on the horizon—state testing season. Around this time, students in Maryland and across the country are gearing up for hours of testing. These standardized assessments are typically spread across multiple, consecutive days. However, in some cases, over a week of school days are set aside for testing. Depending on a student’s current grade level or graduation plans, the gravity of these state tests can vary. However, one thing is true for all students—the tests are draining. It’s not just students that feel the heat, however. Parents, teachers, and administrators are under a great deal of pressure during testing season as well.

For parents

  • This is a stressful time for families. Parents can help ease the test anxiety by telling their children that, like any assessment, these tests are simply one measure of proficiency. They are not indicative of a person’s overall intelligence or ability; the score should not define children’s perception of themselves.
  • Plan some after-school activities that allow children to expel any pent up energy. Since testing schedules can mean long, stagnant periods of sitting and focusing on a screen, parents will want to consider outdoor activities that allow kids to socialize, stretch their legs, get some fresh air, and utilize creativity. This could mean visiting an obstacle course or trampoline park, decorating the driveway with sidewalk chalk, setting up scavenger hunt, or taking the dog for a walk around the neighborhood.
  • Help prepare children to be in tip-top test-taking shape by setting them up for success at home. This means encouraging a regular bedtime, planning to eat a healthy breakfast to stave off hunger pangs, and suggesting comfortable layered clothing in case the classroom temperature fluctuates.
  • Ask the school about accommodations that will or will not be provided, as well as any other concerns:
    • Will children with IEPs and 504 plans be provided with their usual testing accommodations?
    • Will classes be testing by homeroom, English class, or math class, etc.?
    • What will the whole school schedule look like?
    • Will classes continue with instruction as usual?
    • Will students still see all of their classes/teachers?
    • Should students expect to have homework or other assignments during the testing week?
    • Are students permitted to bring water bottles, snacks, or have bathroom breaks as needed?
    • Is there an option to opt out of the assessment? If so, how does one formally request that a child opt out and what will he/she be doing during testing?
  • Visit the local library or bookstore to help your child select a new book to read during any downtime while testing is going on. Check with your school about their testing policy; however, most schools allow children to read during the testing block once they have finished that segment. Allow your child to read a book purely out of interest. This will allow them to take a brain break from the monotony of testing and truly engage in something that they have chosen to enjoy.

Teens & Employment Pt. II

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When teens are eager for employment, there are things to consider before diving into the workforce. Depending on a child’s age and level of independence, parents may want to assist in the process of job hunting, applying, and interviewing without fully micromanaging the operation. Previously, we discussed the importance of matching part-time opportunities with your teen’s interests or hobbies, as well as how to plan for scheduling conflicts and juggling obligations. In addition, families will want to cover a few more bases before beginning the job hunt.

 

Teens need to know that they will start at the bottom

A first part-time job, as exciting as it may be, will likely not be glamorous. As logical as it may seem, teens need to be reminded of the fact that the “tasks” required of the part-time job won’t always be entertaining or equal to their level of skill. It is important that children understand that, with little to no experience in the workforce, no job, title, or task should be considered “below” them.

 

  • Prepare teens for the cold realization that their first job is probably going to be underwhelming—and a serious check to the ego. As a new-to-the-workforce, part-time employee, teens will be spending much of their time stuffing envelopes, restocking shelves, making photocopies, scooping animal cages, filling orders, clearing tables, washing dishes, etc. They must be prepared to go into the experience with a “whatever it takes” mindset.
  • Talk to them about appreciating the experience—it’s not about the menial tasks; it’s about the greater lessons that teens garner from these part-time jobs. By starting at the bottom, teens learn about the importance of everyone’s contributions. They also gain insight into what will be required of teamwork, reliability, cooperation, diligence, and people-pleasing.
  • The workplace is one arena where effort and hardwork will always be recognized. In school, children are evaluated on the outcome or result—they do not always achieve based on the amount of effort that they put into their studies; it’s the grade that is emphasized. However, at work, employers are familiar with the learning curve. They know that newbies are being thrown into a sink-or-swim scenario and are often supportive and understanding of errors when effort is apparent. Remind your teen that, like everything worth having, a job is not going to be easy. But with the trials and tribulations that come with the part-time job, they are also gaining life skills that will benefit them greatly as they enter young adulthood.

 

A boss or manager is not the same as a teacher or parent

Today’s teens have the luxury of second, third, and sometimes fourth chances. Many school districts, in an effort to give students additional opportunities to practice reflection and error analysis, require teachers to offer a certain number of reassessments, rewrites, or retakes to students. While these practices certainly boost grade point averages and self-esteem, they do not adequately prepare students for the real world, where one opportunity is often all that is given.

 

  • Unlike parents and teachers, employers are less likely to consider emotions, personal baggage, or careless errors as legitimate excuses for missteps. Their mentality is, “If you can’t do the job, I’ll find someone else who can.”  It may seem cold, especially to a teen who is used to getting multiple opportunities to succeed. However, teens need to understand that “one and done” is often the true expectation in the adult world.
  • Remind your teen that a boss’s stern demeanor, constructive criticism, or inflexible exterior is not personal—it’s just business. Their goal is to manage the team and do right by the company or organization. When the manager asks an employee to do something, it is not exactly a request. Talk to teens about how to take initiative, follow through on a commitment, and put forth their best effort.
  • Finally, it is important for teens to know that their job is their job. Teens should not rely on parents to call employers, set up interviews, call in favors, or make excuses for their tardiness or missed shifts. Just like a college professor would not entertain excuses from students’ parents, an employer is not going to make those exceptions either. Teenagers, when responsible enough to apply for and take a part-time position, must be responsible enough to handle their own working relationship with the employer.