Presented
by
Dr. Luyi Lien
Susan Berg




Students want to do well in School
Students who consistently do well in school
practice good study habits and are well
organized
Study skills and organizational skills do not
come naturally to most people—they must be
learned
KG-8 is a critical time to lay the foundation
for success in school and in life




Choose adjectives that describe your child’s
overall feelings about school.
Name your child’s favorite aspects of school.
Name your child’s biggest complaints about
school.
Describe your family’s homework routines.

How should it look?
◦
◦
◦
◦
◦
◦

Comfortable
No Distractions
Well lit
Organized
Necessary supplies
Personalize it
Students remember more if they do their
homework in the same place and same time
each night!





When student gets home they should empty
Home/School Communication Folder and
organize papers in their Study Zone
Student adds new information to monthly
calendar
Parents check Study Zone
Student puts signed papers back in
Home/School Communication Folder
Student and parent create a To-Do list for the
evening or weekend





Turn off TV, radio, or any other
distracting devices and remove cell
phones etc.
Check and retrieve additional supplies if
needed
Fix a snack - you don’t need an excuse
for your child to get up!
Set timer by estimating how long each
assignment will take
Ask student to number assignments in
order from first to last (most difficult or
least favorite assignment first)
1. Ask questions about assignments
2. Discuss your involvement and role in
tonight's study session
3. Student crosses out or checks off each
assignment as it is completed
4. As SOON as each assignment is completed
and parent checks it, the student should put
papers immediately in their Home/School
Communication Folder
5. Rewards student’s progress!
Expect Excellent Work

◦
◦
◦
◦

Expect good, readable handwriting
Use complete sentences
Answer questions thoroughly, using
examples and details
Encourage student to double-check
his/her work
By doing these things students learn
more and don’t need to study as much!
Two Types of Memory
Working Memory
Long Term memory
Short term memorizing
“Cramming”
Learned material only
makes it to your
“working memory”
Learned material will
soon be forgotten
Learned material makes
it to your “long-term
memory”
Review and revisit
material often
Information should be
reviewed ten minutes after
learning and every seven
days to keep in long-term
memory
WHICH IS BETTER?
1.
2.
3.
Visual – learn by seeing
Auditory – learn by hearing
Kinesthetic – learn by doing
Everyone needs to utilize all modes even
though one mode may be a strength.







Highlight or underline main ideas.
Make an outline or map of main ideas.
To study for a test, do something you can see –
lists, drawing, copying words, etc.
Use index cards to make flashcards – separate
into “know” and “don’t know” piles, play
memory game, etc.
Use a computer or draw on a chalkboard as you
study.
Use assignment book to write down
assignments daily,
Never watch TV while you are studying!





Read aloud instead of silently.
Tape record items to study and play the
information back – recite along with tape.
Use music to help you learn – put
information to a tune you know or make up
a song or poem.
Have another person quiz you and review
information aloud.
Study in a quiet place with no distractions.







Use objects (like coins, beans, blocks, etc.) to help
you understand math.
Trace spelling or vocabulary words in sand or salt or
use magnetic letters to spell words out on fridge.
Use maps, globes, puzzles to study history and
geography.
“Teach” the information you must learn to someone
else using a chalkboard to write or draw the
information.
Have someone talk through the information with
you while you do something active: shoot baskets,
jump rope, walk around, etc.
Take breaks often during study time.
Have adult help you develop a system to stay
organized.




Help child manage time to complete assignments –
discuss steps needed for longer assignments – help
them get started on big assignments.
Give practice tests.
Help avoid last minute cramming – review nightly
with your child.
Talk with your child about how to take a test.
◦
◦
◦
◦
Read instructions carefully
Keep track of time
Do easy ones first
Don’t spend too much time on one question

Talk about assignments.
◦
◦
◦
◦



Do they understand what to do?
Do they need help in understanding the assignment?
Do they have everything needed for assignment?
Does the answer make sense?
Watch for frustration.
Give constructive criticism.
Praise and encourage!!
Homework, oh homework!
I hate you, you stink!
I wish I could wash you away in the sink!
If only a bomb would explode you to bits.
Homework, oh homework.
You’re giving me fits!
Shel Silverstein








Review and practice what was taught
Prepare for next day’s class
Learn to use resources – library, websites,
reference books, etc.
Explore subjects more fully than class time
permits.
Applying skills learned to new situations.
Integrate different skills learned into a single task
(project/book report).
Teach students to work independently.
Encourage self-discipline and responsibility.
1.
2.
3.
Help your child choose a homework drop spot for completed
homework – guide them to always put completed
assignments in the same spot.
Set up a study area – have child do homework in the same
spot every night.
Create a homework survival kit – keep all supplies in the
study spot.
◦ pencils, pens, writing paper, colored pencils, markers, crayons,
ruler, pencil sharpener, erasers, glue, tape, construction paper,
stapler, hole punch, scissors, paper clips, index cards, folders,
dictionary, planner.
4.
Schedule daily homework time – same time each night - be
sure all other activities stop at this time.
5.
6.
7.
8.
Allow your child to let you know when homework is too frustrating
– be sure they’re not just trying to avoid doing work.
Encourage your child to do homework independently – this will
teach them to develop independent skills such as how to follow
directions, begin and complete a task, and manage time. Monitor
that homework is being done – only give help if child has shown a
real effort to do the work first.
Motivate your child with praise. Each night praise your child about
some specific accomplishment – focus on a goal they have set.
Use a long-range planner with your child to help them
successfully complete longer projects. Teach them how to break
the assignment down and distribute it over the period of time
given for the project.
9.
10.
11.
12.
13.
Have your child take necessary breaks – study 20 minutes,
take 5 minute break.
Limit homework time to the amount the teacher says it
should take to complete.
Never give a child more than a few answers on any
assignment – if they still don’t understand, write teacher a
note letting them know child is having difficulty. Don’t do
homework for them.
Talk with the teacher if child struggles with homework –
arrange for tutoring if needed.
Step back if you feel yourself losing your temper or
patience. Don’t let your frustration make your child feel
stupid for not understanding.
Show that you think education and homework
are important.
 Monitor assignments.
 Provide guidance.
 Talk with teachers and administration to
resolve problems.


What to do when….
Children do not do their best work.
Children refuse to do homework.
Children fail to bring assignments home.
Children take all night to finish homework.
Children will not do homework on their own.
Children wait until the last minute to finish
assignments.
◦ Children will not do homework if parents are
not home.
◦
◦
◦
◦
◦
◦







Talk with teacher early in the school year before
problems arise.
Contact teacher as soon as you suspect a problem.
Request a meeting with teacher to discuss concerns
– explain what you think is going on.
Let teacher know if our child finds assignments too
hard or too easy.
Work out a way to solve or lessen the problem.
Keep communication open and clear.
Follow up to make sure the plan you set-up is
working.

Tell teacher when you have concerns.
Child refuses to do homework
Instructions are unclear
Can’t help child get organized to finish assignments
Can’t provide needed supplies/materials
Can’t understand purpose of assignments
Assignments are too hard or too easy
Homework is assigned in uneven amounts (none one night,
to much another)
◦ Your child has missed school and has assignments to
make-up
◦
◦
◦
◦
◦
◦
◦