Posts Tagged ‘Learning Strategies’

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No More Meltdowns in 5 Steps

Thursday, March 23rd, 2017 by Karishma Bakshani
meltdown

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You’re almost done with Saturday morning errands, you have just reached the supermarket, and then it happens: a meltdown! Meltdowns are not always about being defiant. Most meltdowns occur when a child feels out of control, or doesn’t understand a situation. Why are transitions so hard for some children? It’s not that they wouldn’t like to have dinner, or go to Grandma’s house. The reason is more likely that they were focused on a particular activity or expecting a certain routine, and your plan seemed to come out of nowhere. The good news is we have a few tips to help decrease meltdowns, and help you and your child feel more in control when things are about to get ugly!

1. Explain where you are going, when you are leaving and when you will return. We wouldn’t like to be taken to some mystery destination, and neither would our kids. Letting your child know what you’ve planned helps him to understand what to expect from the your outing.

2. Talk about potential disappointments and how we should react. You might remind your son about a time his favorite restaurant was closed and he got upset. “Last time you were disappointed when the pizzeria was closed, what should we do today if we our plans don’t work out?”

3. Make a game plan together. Discuss with your child ahead of time what is expected of him, what you as a parent can do to make him feel better, and what you will do as the one in charge, if the situation goes out of control. For example, I usually let my kids know why we are at Target, and what we are looking to buy. I then let them know what fun place we are supposed to go afterwards. Then I tell them, I am going to count each time you do something you are not supposed to do(being loud, not following directions). If I get to three, we will leave the cart, get in the car, and go home. On a good day, I might get to “one”, on a bad day, I might get to “three” just as we are leaving the store. Be consistent! Once your child knows you mean what you say, they’ll follow your plan too.

4. Ask your child how he feels. Sometimes the meltdown is just too much to handle right in the middle of a public area. Take your child to the car, or to a quiet place and talk it out. Let him know you understand that he is disappointed and ask him if he could explain what upset him so that you can understand better. Most children like to know that their parents are on their side. By acknowledging his feelings and trying to understand his point of view, you are showing just that! If your child is just too loud to reason with, don’t say a word or try to compete with his intensity, simply wait for him to calm down or wait for a pause so you can be the voice of reason.

5. If you know a particular place always results in tears and tantrums, you might consider not going there until your child is a little more mature. When he asks you why you haven’t taken a trip to that particular place, let him know the reason. You could say, “I don’t think we are ready for that store. It seems to upset you, and I would rather not go there.” Our children might not be aware of the consequences of their behavior. Not going to a fun place might be the necessary consequence for him to understand the importance of staying calm and using his words, rather than throwing a tantrum.

All children will throw tantrums at some point. Children with processing issues, ADHD, or Autism will have more frequent meltdowns. However with the right attitude and a lot of consistency we can survive and decrease the menacing meltdowns!

Camp Academia can help!  Call our office, 706-884-4492 to learn more.

Resources:

http://www.additudemag.com/adhd/article/721.html

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Raising a Reader in a Few Simple Steps

Monday, March 20th, 2017 by Karishma Bakshani
reading

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A child who can READ can LEARN! The process of learning to read is just as important as reading. Learning letter sounds, breaking down words, and later comprehending the meaning of sentences and passages are all key to cognitive development. Not being able to reach one of these milestones is often a signal to parents of a learning difficulty.

To help the process, parents can encourage a love of reading right from birth! Check out this acronym from Readingrockets.org:

Look for new books and authors that your child may enjoy.
Organize an area dedicated to reading and writing tools.
Visit the library for story time and book recommendations.
Encourage your child to talk about what he’s read.

Talk to your child, and sprinkle interesting words into your conversation.
Offer a variety of books to read.

Read with your child every day.
Expand your home library to include magazines and nonfiction.
Ask questions if you’re concerned about your child’s development.
Decide to raise a reader!

The more you expose a child early in development to books and reading, the more likely that child will want to read. Another benefit of early exposure to reading is the fact that you can address reading issues sooner rather than later. Experts agree, difficulties in reading have a cognitive basis. The earlier the intervention, the more likely the child will be able to overcome learning challenges, and be able to achieve academic success.

A child who has dyslexia, ADHD, Language Processing, visual processing, or even who experienced an external challenge earlier on in life such as extreme poverty or health issues may find the process of learning to read difficult. Brainjogging can help! Whether the issue is a cognitive delay or a lack of exposure, the result is a brain missing the necessary connections to learn. Brainjogging’s patented exercises help to strengthen the pathways in the brain responsible for reading and comprehension.

Call Camp Academia at 706-884-4492 to schedule your free consultation and learn more about the Brainjogging method.

http://www.readingrockets.org/article/10-things-you-can-do-raise-reader

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The Process that can Predict Babies’ First Words

Friday, March 10th, 2017 by Karishma Bakshani
baby at mealtime

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“Say Mama!” “Say dog!” Sound familiar? Most parents use similar phrases to encourage their babies to talk. What if the words we speak weren’t the only factor in what and when our babies speak? Recent studies have shown that a baby’s first words are largely based on their visual experience. What they see is likely what they will say.

Psychologists at Indiana University studied infants between the ages of 8-10 months, the period before children begin to engage in verbal communication. The babies in the study had to wear cameras on their heads for an average of 4.4 hours. For the study, the researchers chose to observe mealtimes, recording five objects for each frame. Some of these words included, table, shirt, chair, bottle, cup, food, and spoon. The results of the study showed a strong connection between the most frequently appearing objects and first nouns, words that are acquired by half of all 16-month olds. According to this study, a child with slow or delayed visual processing, would also be a late-talker. (Clerkin)

What is visual processing?
When people think of vision, they think in terms of how well a person can see. But vision is much more than that. The brain, not the eyes processes the visual world, including symbols, pictures, and distances. Weakness in the neuronal connections involved in these functions is called visual processing disorder. The areas of the brain required for processing the visual world are not in sync. So, for a baby who is just learning about the world, not being able to process what is seen, affects the brain’s ability to identify objects in the environment. This results in the delay in speech.

Children with delayed speech are often sent for speech therapy. But if the cause of the delay is visual processing, what should be the treatment? How can you tell if the cause is visual processing?

• Are they being exposed to common everyday objects? Or are they simply not picking up visual regularities?

• How long can they focus on an object or activity?

• Does he pay attention to visual tasks?

• Is she easily distracted by too much visual information?

• Does he bump into things?

• Does she frequently rub her eyes?

If your child does any has any of these behaviors, you will want to take him for evaluation. The sooner a processing order is diagnosed the sooner the child can begin the needed the therapies. For any learning difficulty or developmental delay, early intervention is key.

How can you tell if an older child has visual processing disorder? (All of the above apply.) Here are additional symptoms seen in older children:
• Restless or inattentive during visual presentations
• Lacks interest in movies or television
• Has difficulty with tasks that require copying such as taking notes
• Reverses or misreads letters, numbers, and words
• Has difficulty writing within lines or margins
• Can’t remember phone numbers
• Poor reading comprehension when reading silently
• Skips words or entire lines when reading
• Complains of eye strain or frequently rubs eyes
• Fails to notice changes in bulletin board displays, signs, or posted notices

Can Brainjogging help?

Yes! The Brainjogging method focuses on strengthening weak connections in key areas of the brain. Our founder, Shirley Pennebaker, discovered early on that for a student with visual processing issues, there is a difference between what the student sees and what is learned. The simple exercises in the Brainjogging program provide a targeted approach to strengthening the systems in the brain responsible for visual processing.

Learn more about Camp Academia’s targeted approach to overcoming learning difficulties by calling our office, 706-884-4492.

Elizabeth M. Clerkin, Elizabeth Hart, James M. Rehg, Chen Yu, Linda B. Smith. Real-world visual statistics and infants’ first-learned object names. Philosophical Transactions of the Royal Society B: Biological Sciences, 2016; 372 (1711): 20160055 DOI: 10.1098/rstb.2016.0055

Indiana University. “Babies’ first words can be predicted based on visual attention: Study reveals that visual memory’s role in early language learning may advance treatments for delayed speech, autism.” ScienceDaily. ScienceDaily, 6 December 2016. <www.sciencedaily.com/releases/2016/12/161206111633.htm>.

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/visual-processing-issues/understanding-visual-processing-issues

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Strengthening this Area of the Brain Improves Reading

Monday, March 6th, 2017 by Karishma Bakshani
book-1836380_640

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What if we knew exactly what part of the brain is used when we learn to read? In August 2016, scientists at MIT were able to do just that! Using MRI scans in children at age 5 and then at age 8, the MIT researchers were able to isolate the area in the occipito-temporal region that is often referred to as the Visual Word Form Area, VWFA. These scientists are now working on using the same brain imaging techniques to be able to predict a child’s functional development. In other words, experts would be able to identify children who are at risk of developing dyslexia or other learning difficulties connected with issues in that area of the brain.

What is the VWFA?

The VWFA, Visual Word Form Area is a novel brain network located in the left occipito –temporal (LOT) region of the brain. This system is responsible for the rapid, automatic, fluent identification of words. In other words, the neural pathways work together as a system to rapidly decode strings of letters into words. Individuals with dyslexia have a disruption in this system explaining why reading becomes a big challenge.

How will this information help my child and me?

Dyslexia can be frustrating for both parents and children. Fortunately, as we have seen, researchers have been able to narrow in on the disrupted neural pathways that cause dyslexia. This information combined with the brain’s ability to change and heal itself (plasticity) gives hope to individuals and their families. The fact that dyslexia has a cognitive basis, means that to overcome the problem, you need a focused, cognitive-based solution.

Brainjogging can help!

Brainjogging is a cognitive-based, multi-sensory program designed to strengthen weak connections in the brain. The key issue with dyslexia, or any other reading challenge, is a disconnect between what an individual sees and what the brain processes. When Brainjoggers, see, say, and spell words during each exercise, they are combining proven methods for enhancing reading, with research-backed techniques for improving cognition and processing.

To learn how Brainjogging can help your child, call  Camp Academia at 706-884-4492.

Resources:

Shaywitz, S., Mody, M., and Shaywitz, B., “Neural Mechanisms in Dyslexia”, Current Directions in Psychological Science. 2006

https://www.sciencedaily.com/releases/2016/08/160808144906.htm

https://blogs.scientificamerican.com/mind-guest-blog/how-a-curious-condition-solved-a-neuroscientific-mystery/

 

 

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Sensory Processing Disorder: The struggle is real!

Thursday, February 9th, 2017 by Karishma Bakshani

Do you have a bright child who can’t seem to focus when asked to perform a sequence of tasks?  Does your son or daughter jump from activity to activity?  Do you know a child that NEEDS to climb, run, and touch everything?  These are all examples of children displaying sensory processing disorder (SPD).  A  lot of kids with ADHD and autism, also have sensory processing issues that affect their organization and focus.  You know your child is smart, if only she would just calm down for a minute!  Sound familiar?

swinging

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Carol Stock Kranowitz, author of The Out of Sync Child recommends the “3Rs”:

  • Recognize that your child may have a sensory issue.  Kranowitz suggests putting on “sensory goggles” to observe what your child needs more or less.  Noise may cause your child to have outbursts.  A quick run around the block, may be what your child’s body is seeking to organize his thoughts again.
  • Re-channel the behavior.  Avoid punishing your child for his extra energy.  Find a way for him to use that energy purposefully.  Take younger kids to the playground or have them jump on the trampoline.  As children get older, assigning chores around the house (think raking leaves or vacuuming) are a great way to teach responsibility and have them expend excess energy.
  • Reward the child with specific and positive words.  Rather than a treat and a “Good job!”, try saying “Wow, you read that passage very well!”  Avoid sugary and material awards.  Praise from a parent is usually the biggest reward for a child.

Therapists will often recommend a sensory diet to help “sync’ the brain and body.  Here are some activities recommended by Kranowitz, plus a few more!

  1. Reach for the sky – While laying on her back, have your child stretch one are to the sky while you both count to five.  Hold it high while counting to five.  Then tell your child to pretend she is melting, and slowly bring her arm down for five counts.  Do the same with the other arm.  Repeat this exercise alternating between right and left arm and then right and left leg.  This slow and calming activity encourages patience and improves coordination. (Kranowitz)
  2. Copy Cat – Face your child and say, “Watch and copy what I do.”  Do different movements that require balance and coordination and let your child copy you.  For example, you can balance on one foot and wiggle the other foot in the air.  You can even take turns being the leader!
  3. Copy Can’t – In this variation, have your child do the OPPOSITE.  When you reach high with your hands, your child will have to reach low.  This is a great activity for building body awareness, visual processing, and motor planning.  (Kranowitz)
  4. Make your house sensory sensitive. – Be sure to have designated quiet areas.  A quiet area can be as simple as a corner with a bean bag chair or weighted blanket.  Providing a small trampoline or exercise ball in your child’s room or playroom are simple activities for releasing energy.  Your child should also have a designated area for homework.  His desk or table should be clear of all distractions to help him focus on his work.
  5. Encourage outdoor play and exercise.– Exercise is important for everyone.  However, for individuals with SPD, physical activity helps with processing, focus, and self-regulation.  Biking, running, and other sports help children use excess energy, increase body awareness, and improve focus.

No matter how mild or severe your child’s SPD is, remember that many of their behaviors have an underlying cause.  Refrain from over the top reactions such as, “Why do you always do that?”  Instead, put on your investigator’s hat, and try to figure out what caused the behavior.  Once you have the cause, find an activity or a sensory tool to help your child become more aware of his own body and regulate his own sensory issues.

Brainjogging helps with SPD by helping to syncing the auditory, visual, and language pathways in the brain.  A child who is better able to understand the world around him will feel more in control and will be able to remain calm in different situations.  Combine Brainjogging with a sensory diet and you’ll have a calm, melt-down free child in no time at all!

Resources:

Kranowitz, Carol, “When Your Child is Out-of-Sync”  ADDitude Magazine, Winter 2016.

Arky, Beth, “Treating Sensory Processing Issues” https://childmind.org/article/treating-sensory-processing-issues/

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Managing ADHD Symptoms

Friday, February 3rd, 2017 by Karishma Bakshani
girl-1532519_640

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Parents are often uncomfortable with the idea of giving medicine to treat their child’s ADHD.  However, simple changes in diet and routine can often make the biggest impact!  Try some of these helpful tips.

Diet

  • Avoid  artificial flavors, colors and preservatives.  Many artificial colors and preservatives such as sodium benzoate and calcium proprionate  enhance hyperactivity in children.
  • Concentrate on high-protein, complex carbohydrate, unprocessed foods.  Avoid prepared foods that contain five or more ingredients.  Whole, unprocessed foods will provide the right kind of energy to maintain healthy energy levels and focus throughout the day.   Simple carbs like foods with high fructose corn syrup, sugar, candy, white flour or honey should be minimized.  These foods are likely to cause outbursts and mood swings.
  • Healthy fats– healthy fasts such as omega-3 are considered to be excellent brain food. These are found in olive oils, cold water fish like salmon and tuna, as well as in walnuts and Brazil nuts.

Sleep

Most children need a consistent bed time to avoid being cranky and lethargic.  The importance of a regular bedtime routine is greater  for children with ADHD.  During sleeping hours, a child’s brain is strengthening neural connections and repairing daily damage.  Children who do not get enough sleep often seem disorganized and less attentive.  No amount of vitamins, tutoring, or exercise will help her development if she is not getting the correct hours of sleep for her age.  Try these tips to help make bedtime more effective for your children.

  • Avoid screens, even TV at least two hours before bedtime.
  • Avoid sugar snacks before bed. 
  • Dim lights and offer quiet activities such as coloring or reading.  Even just snuggling with a parent can be enough to calm a child after a long day of school and extracurricular activities.
  • Keep a set bed time routine that starts at the same time each day.  For example, your child should know that at 6:30pm each day, she will be expected to start getting ready for her bedtime at 8:00pm.
  • No matter how your day went, maintain peace and calm for your child.  The most important activity she will do each day is get the right amount of sleep.  Children can sense stress in their parents.  Take a minute to have a snack or do some stretches so that you can be the best version of yourself for your child.

Manage and Model Behavior

Children with ADHD have a hard time organizing their thoughts.  To minimize disruptive behavior, parents should be very clear with their expectations.

  • Be sure your child knows what behaviors are acceptable.  Your child should also be aware of the consequences of inappropriate behavior.  Whether you use a counting method, time-outs, or charts, be sure to be consistent and avoid negotiations with your child.  Negotiating behaviors and punishments can be confusing and can also open the door for children to test their limits with their parents.
  • Explain new environments and what will be expected from your child.  The rules that apply to a playground are different that the rules at a doctor’s office.  Be sure that your child is aware of the difference.
  • Model good behavior!  Have you ever said, “I don’t know where she learns these things?!!”  We don’t have to look far.  Children refer to examples around them.  None of us are perfect, but we can do our best to model kindness and respect for others.  You’ll be surprised how simply modeling the behavior you want to see can make all the difference!

Brainjogging

Camp Academia, Inc.’s patented cognitive processing software, Brainjogging has helped students successfully manage ADHD and its traditional symptoms when used in conjunction with a healthy diet, and structured routine.  

Call to learn more at 1-888-7-I-LEARN.

Resources:

http://www.healthline.com/health/adhd/parenting-tips#Overview1

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Homework Help for Kids with Learning Disabilities

Wednesday, February 1st, 2017 by Karishma Bakshani

A child with a learning difficulty can struggle with homework after a long day of school.  This can be frustrating for both children and parents.   To help your child – and you – avoid the headaches of getting through homework, it is best to create a plan that keeps them focused, and takes away the stress of homework.

Be Consistent

Provide your child with a set time and place to do homework.  This creates a sense of control and predictability for children and for parents as well.    While every family has their own preferences and afternoon schedules, you might consider giving your child enough time for a quick snack and then have him sit down to do his homework before he gets distracted with other activities.  This method avoids all the excuses and complaints that happen later in the day as children get tired.  You and your child will also have more free time without the added stress of unfinished assignments.  Also, be sure that your child’s designated homework area has all needed supplies (sharpened-pencils, paper, calculator, water bottle, etc.) to avoid excuses for interrupting homework.

Approach the Most Difficult Assignments First

Children with learning disabilities tend to have short attention spans, particularly when it comes to challenging assignments. Have your child begin their most difficult assignments first since they will have more energy and focus to complete the task at hand.  This will also encourage them to complete their other assignments, and to not avoid future work in that difficult subject.

Plan Shifts

If you see that your child is losing focus on one particular assignment, allow them to shift over to another and then come back to the original assignment. You can also set a timer every 15 to 20 minutes so that your child can look forward to breaks to recollect their thoughts. Be sure to time breaks as well.  A long break can make completing homework even harder!!

Create a Homework Checklist

Checklists are a great way to keep your child organized and to help him remember each assignment.  They can also be a great motivator as your child checks off each completed assignment.  A child’s teacher should also be involved in the checklist and can help to let parents know what tasks are required each day.  Some parents find a weekly email to the teacher helpful in knowing what is expected of the class each week.

Reward Hard Work

Set weekly homework goals that can easily be measure with a chart or other method.  Having a simple reward system is a great external motivator and can be anything from being able to choose a weekend activity to even an ice cream cone!  Avoid, extravagant rewards.  Sometimes scheduling special “mommy-time” can be the best prize ever!

Be Encouraging

Parents feel obligated to correct every mistake on their child’s homework.  Consider this approach:  Have your child complete an assignment.  Look it over.  Praise what she did correct.  And THEN, point out areas that she might have to redo. Or, offer to explain concepts that your child obviously did not understand.  Praising before criticizing will make your child more willing to work towards the right answers.

Get Help from Brainjogging

Doing Brainjogging before starting homework can cut homework time in half.  Many parents have seen that when students do Brainjogging, and then begin their assignments, they have greater focus and are able to complete their work more efficiently.  In addition, adding vocabulary and key concepts to word lists in the Brainjogging program helps students remember and process new information quicker.  The goal is to work SMARTER not HARDER!

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Connecting with Children with Autism

Monday, January 30th, 2017 by Karishma Bakshani

Nonverbal communication can be one of the most important forms of communication between a parent and a child with autism. Given the challenges communicating verbally, sometimes the best way to form a connection with a child with autism is through the way you look at them, the way you touch them,  by the tone of your voice,  and your body language.  Also, when appropriate, do not be afraid to give control to your child.  Children with autism often feel frustrated because they have no sense of control over themselves or their surroundings.  Giving your child on the spectrum a chance to be the decision maker often relieves built up anxiety and makes him more willing to cooperate with you!  Below are some tips for connecting with your child with autism.

Observing Nonverbal Communication

Nonverbal cues in children with autism can help to clue you in to how they are thinking or feeling. Parents who practice observing the body language of their children will learn to understand their feelings much better and this can help you to form a closer connection. If your child is not particularly adept at verbal communication, tune into their sounds, the changing expressions on their face and take note of any similarities they make – nonverbally or verbally – when they are attention-seeking, tired, hungry, upset or frustrated.  A child may pull back when you hold his hand.  He is not being defiant, he simply has no clue where you are taking him!  Try saying, “We need to go to school now.  Let’s walk to the car together.”  Say the sentence calmly and give him a chance to process.  You might need to repeat the sentence (with the same exact words).  Children with autism are very smart!  They just need a few more minutes to process.  Many children on the spectrum are not verbal, but most do understand your words and your tone of voice.  You can teach them kindness and respect by having your facial expressions, words, and actions match the behavior you want to teach.

Prevent Tantrums by Understanding Nonverbal Cues

A tantrum thrown by any child, especially a child with autism, is a sign that they are feeling ignored, misunderstood, or out of control. As verbal communication between a parent and a child with autism can be difficult or nonexistent, it is up to the parent to determine how their child is communicating their feelings nonverbally.  Since many tantrums are the result of feeling a lack of control, before changing routines, take a moment to sit down with your child and explain the changes through pictures and words.  Using both pictures and words will help your child to learn more vocabulary to be able to better understand you in the future.

Learn the Scenarios that Elicit Response

You may find that your child is particularly sensitive to certain sights, sounds, touch, tastes, smells or light. Parents who figure out which senses elicit negative responses can prepare their child before any event or activity.  If your child is having a particularly disorganized day, you might choose to skip that event altogether!  Helping our children live in our world is important.  Helping them realize when they have had enough is equally important as well!

Have Fun Nonverbally

If you had to be in class and therapy sessions, hour after hour, how would you feel?  Probably tired and a little stressed out!  Imagine how our children with autism feel?  At the end of the day, they are still children and ALL CHILDREN learn best when they are having fun!  If your child has sensory issues, take him to a local playground where he can swing and slide, and climb to get rid of the wiggles!  Maybe your child needs deep pressure.  Wrap her in a blanket, hug her tight, and read some fun stories together.  Are you trying to teach vocabulary?  Bring out a matching game, and be sure to say the name of each match that you find.  Vocabulary and turn-taking all in one game?  Perfect!!  Anything can be a game if you and your child are having fun.  Be sure to praise your child any time she does something positive.  You’ll be more likely to see that positive behavior again!

Contact Camp Academia for Extra Help

Camp Academia has been helping children with autism for over 30 years!  By using Brainjogging, a web-based computer learning program that uses visual stimuli to enhance learning, children are able to improve their capacity for learning.  When used for just five to seven minutes, two times a day, children with autism quickly see improvement in eye contact, behavior, and processing speed.  Contact Camp Academia, at 1-888-7-I- LEARN today to learn more.

 

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Transitioning to Middle School Made Easy

Wednesday, January 18th, 2017 by Karishma Bakshani

If you have a child with Dyslexia, ADHD, or even Autism, you are probably used to helping your child each step of the way.  However, as children get into middle school, they are faced with different pressures both social and academic.  How do we help our kids transition to middle school and teach them to be independent at the same time?

1.  Confirm or create a support system

  • If your child already has an IEP, the first step would be to have a meeting the Spring BEFORE she starts middle school to discuss any additional supports your child might need as they start middle school.
  • Be sure to know what supports your child already has, what works, and what doesn’t work.
  • Have some samples of your child’s work to show their strengths and weaknesses.  You can even keep track of how much assistance your child needs during homework.  This is a good indication of how much she is retaining from her classes.
  • Communicate with your child’s teacher and work together for what is best for your child.
  • Be sure to tell your child what supports will be available to ease any anxiety she might feel about going to a new school.

2.  Organize

  • Children with learning difficulties often have trouble keeping track of their schedule and homework.  If your child’s school does not provide a planner or agenda, go out and buy one appropriate for your child.  If he has messing handwriting, you might consider buy a planner with big spaces to write assignments and due dates.
  • Also, create a system for organizing school work. Assign a color for each subject. For example, science’s blue notebook will have a blue folder to keep handouts and assignments.
  • Put together a daily checklist for before going to school and before coming home.  The checklist will help your child see clearly what he needs to take to school and what he needs to complete work at home.
  • Implement a homework and extra curricular routine to keep your child on track.
  • Praise your child when he is organized and completes tasks.  He will feel encouraged to continue using the methods you have both implemented.

3.  Encourage Independence

  • Teach your child to advocate for herself.  If she is supposed to sit in the front row but has been seated in the back, she needs to be able to communicate her needs to the teacher.
  • Let your child know that you are here to help, but do not do your child’s homework.  Let her come to you for questions.
  • Listen to what your child has to say without judgement. Children are often faced with a variety of new social and academic situations.  Nagging or judging will close the lines of communication.  Listen and give advice calmly.  Let your child know that know matter what the situation, they can always come to you.  If she is able to solve a problem on her own, give praise!  The more our children can take care of themselves, the more success they will see in school and in life!

Resources:

http://www.scholastic.com/parents/resources/article/gifted-special-needs/learning-disabilities-middle-school

http://www.greatschools.org/gk/articles/smoothing-your-childs-transition-to-middle-school/

 

 

 

 

 

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Kids who learn music, read better!

Monday, January 16th, 2017 by Karishma Bakshani

Do your still children still have music class in school? If not, you might think about finding a good piano or violin teacher. Studies show that music instruction appears to accelerate brain development in young children, particularly in the areas of the brain responsible for processing sound, language development, speech perception and reading skills.

According to initial results of a five-year study by USC neuroscientists, music instruction speeds up auditory pathway development in the brain and increases its efficiency.  In other words, the neuronal path from the ear to the brain gets stronger.  This process helps accelerate the development of language and reading, two key components to academic success!

So, how can we introduce our kids to music?

1.  Start young!

Sing nursery rhymes and make instruments out of items around the house to make music time a fun time!

2.  Join a Mommy and me music group.

Isn’t everything more fun with friend?  Joining a toddler group will help your baby learn social skills along with an appreciation of music.  It doesn’t hurt that you might make a friend a long the way!

3.  Support music in the schools.

Many school budgets do not support the arts.  Having musical instruction in school is not only great for cognitive development, but also for improving team work, critical thinking, and imagination.  Music class also provides an stress-busting environment for older children who might have a schedule full of tough classes the rest of the day.

4.  If you play an instrument, don’t stop!

If you hear stories about famous singers and musicians, many give acknowledge the fact that their parents played an instrument, or that their dad always had jazz in the background.  It may not always seem like it, but children do model their parents’ behavior.  If we play an instrument or sing around the house, our kids are more likely to do the same!

5.  Find a good music teacher.

When your child is old enough, try sending her to an age appropriate music camp, or sign up for piano (or any instrument) lessons.  We can’t force our children to like an instrument, but we can expose them to different forms of music in different environments.  The possibilities are endless!

Resources:

https://knowridge.com/2017/01/childrens-brains-develop-faster-with-music-training/

http://www.dailytelegraph.com.au/newslocal/wentworth-courier/finding-the-keys-to-longevity-playing-piano-makes-people-smarter-happier/news-story/4bcf95846208a8da484923d315403766

http://www.nafme.org/20-important-benefits-of-music-in-our-schools/

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