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Exam Stress

A moderate amount of stress can be a good thing. It can sharpen concentration and performance and help to create the energy and motivation we need to keep studying. Too much stress, however, can be overwhelming and stop us from being able to study and function healthily in life. Undoubtedly, it would be disappointing if you do not do as well as you hoped. Thus, instead of thinking negative thoughts it is helpful to challenge the thoughts (I won’t get a good job, people will think I am stupid, my future is over) with a more realistic assessment of the situation. Enlist the help of a friend, counsellor or tutor to help you to do this. It is very common to think that we will be judged solely on our academic achievements rather than as individuals with contributions to make in all sorts of ways. If someone believes that his/her self-worth depends on academic achievement, there will be considerable anxiety surrounding any academic assessment. Too much anxiety can be paralysing. If the pressures to succeed from family or others is extremely high it may help to contact your local counselling service in order to talk about this. WHAT IS STRESS? Stress is part of the body’s natural response to a perceived threat. It causes our bodies to go into a fight or flight response. The main physiological reaction is the release of a rush of adrenaline which gives us the energy to act. If the perceived difficulty is not physical but psychological, the adrenalin is not used up and this can cause increased muscle tension, heart rate and breathing rate. This then leads to physical changes (headaches, neck aches, stomach problems), mood changes (irritability, tearfulness, feeling low or anxious) or behaviour changes (sleeping problems, increase or decrease in appetite, difficulty in concentration). Exams lead to stress because the marks will influence final degree results. Thus, the stress is derived mainly from the additional meanings which get attributed to exam results. ORGANISING YOUR TIME Draw up a weekly timetable including everything you need to do such as revision, eating, sleeping, lectures and relaxation. Allow for sufficient flexibility due to the unexpected. Be realistic about how much time you can spend revising – if you divide the week into 21 units (3 a day), you should work for a maximum of 15 units per week. You should have 6 units to do other things. Allow yourself time for relaxation as it will decrease your stress levels. This is not wasting time as it will help you work more effectively. Plan how you will use your time during your revision periods. Decide on the order of topics and how much time you will spend on each. Stick to your deadlines. Prioritise – do the most important topics first and allow more time for subjects you find difficult. Set specific goals for each revision period. WHAT FRIENDS AND FAMILY CAN DO TO HELP Listen to the individual’s concerns, be sensitive and give him/her support. Encourage him/her to take breaks and go out from time to time. Inform them about various strategies. Help them to seek additional help if the stress is getting too much for the person. Reassure them that this is a sign of strength, not weakness. Ensure that they are having regular meals, times of relaxation and emotional support. Give positive feedback. Keep distractions to a minimum. SLEEPING BETTER Do not work in or on your bed. Stop working at least an hour before you intend to sleep. Stick to a regular bed time and getting up time. Maintain good sleeping patterns – 6 to 8 hours a night are recommended. Do not drink too much alcohol – it will prevent you from sleeping properly. STUDY PATTERNS Take regular breaks from studying. When you notice that you are distracted, get up and take a break. Fifteen minutes when you can concentrate is better than three hours of staring into space and feeling guilty or anxious. TECHNIQUES TO COPE WITH STRESS Some individuals may use alcohol, smoking and drugs as a means to manage stress. These may have a calming effect in the short term, however, they are not ideal solutions since it may cause one to feel worse afterward and thus impair the ability to think clearly. Eat at least one proper meal a day and keep the body hydrated. Exercise. This increases the blood flow around the body which increases clearer thought. Just a 10 minute walk a day can be helpful, especially in using up some of the extra adrenaline created by the stress. BASIC REVISION METHODS Step One: Read your notes and seek answers to questions. Be as active in your reading as possible – talk to yourself, walk around the room, speak into a tape recorder. Step Two: Close up your notes. Step Three: Actively recall what you have just been reading, asking again the same questions without looking at your notes. Write down what you have recalled in brief notes. Step Four: Check the original notes with the new ones. If you recalled all the answers to the questions then you have created a master card which you can use to re-revise without having to consult lengthier notes. Step Five: If not all the questions have been answered, re-read your original notes, looking particularly to those you missed. Repeat steps two to four. ON THE DAY OF THE EXAM Do not try to learn any new topics since this may impair your ability to recall those you have learnt previously. Look at some brief notes or revision cards. Do not study for the last hour before the exam. Time your arrival at the exam room so you do not need to wait about outside with others who may increase your anxiety level. Give yourself time to settle before reading the questions and starting to write. Use a breathing exercise to regulate your breathing and calm yourself down. Have a plan for how you will use your

November 3, 2016

Reading and writing: Confidence is the key

Many parents find themselves in a daily battle with their little ones over reading and writing homework. It seems like no matter how much you try to correct your kids they just don’t seem to be improving and they don’t appear to want to learn. Homework often ends up in a screaming match or at least a battle of wills. Let me tell you about a research study that I read recently. It was about kids with really bad handwriting. They took a group of kids with terrible writing and divided them into two groups – one group got the usual teacher feedback of red lines through their work, admonitions, and pleas to try harder. With the other group, the teachers were told to ONLY focus on what the kids did right – so to underline their good words and praise them for these, to point out what they had done well – even if all they could find was one letter that was formed nicely the teacher would tell the child – look at that “a” over there, now that is a beautiful “a”. They were not to comment AT ALL on their poor performance. Within two weeks the group with positive feedback had improved by 100% and the other group had degenerated. So the moral of the story is this… Kids cannot learn under stressful situations (such as a shouting or even disapproving parent). When we are stressed, the blood vessels to our prefrontal cortex (the part of our brain used for thinking, problem solving and learning) constrict and all the blood is redirected to our hindbrains (which are purely for fight and flight reflexes). So a child who is shouted at literally CANNOT learn. It is impossible. They don’t even have enough blood in the part of their brain necessary for learning. In order for your kids to improve in reading and writing what they needs most is not extra practice or more instruction or help, but a better learning environment. 90% of reading ability is not skill but confidence. The kids who read and write well are the ones who believe that they can. As a parent, you need to focus on the relationship with your child – on who your child is as a person, not on what he/she can do. We will all have areas of strength and weakness, but what everyone wants most is to be heard and understood. So next time you sit down with your little one to work on homework, think about what he/she might be going through. Homework may have become something that their brain automatically associates with stress and so they’re stressed before you even get going which makes them more likely to get it wrong. Discuss this with your children. Tell them that you realise they must be stressed about it and it isn’t easy to learn to read and write, particularly at a young age. Apologise for shouting in the past and let them know that you’re human and also lose your temper and get frustrated, but that you’re going to try to do better, just like them. Then take some time for both of you to do some stress-relieving exercises –do some breathing or visualisation, go for a short walk, have a cup of chamomile tea, and make sure you’re both feeling relaxed to start. Your child WILL learn to read and write, but at what cost. Let them learn a little more slowly if necessary, in their own time, and focus on caring about your child and what he/she is going through. Studies show that whether a child learns to read at age 4 or age 9, their reading and comprehension levels by age 11 are exactly the same. There really is no rush, other than the unnecessary pressure that the school may be putting on them. A child who learns slowly, but with love, care and confidence will go on to become an adult who loves reading. One who learns under stress will always associate reading with pain and this is much more likely to squash their overall educational achievements in the long run. And be gentle and kind to yourself too – new parenting doesn’t happen overnight and you will find times when you have other things on your mind and your stress levels are higher and you crack. This is normal. Stop. Take a few deep breaths. And apologise. Children learn a lot from our mistakes and how we handle them!

November 3, 2016

ADD/ ADHD And Alternative Treatments

Over the past years there have been many debates and controversy discussions around what Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) is? Furthermore how it is diagnosed and what are all the options to treating the disorder? The definition of attention-deficit/hyperactivity disorder (ADHD) has been updated in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). This revision is based on nearly two decades of research showing that ADHD, although a disorder that begins in childhood, can continue through adulthood for some people. Changes to the Disorder ADHD is characterized by a pattern of behaviour, present in multiple settings (e.g., school and home), that can result in performance issues in social, educational, or work settings. As in DSM-IV, symptoms will be divided into two categories of inattention and hyperactivity and impulsivity that include behaviours like failure to pay close attention to details, difficulty organizing tasks and activities, excessive talking, fidgeting, or an inability to remain seated in appropriate situations. Children must have at least six symptoms from either (or both) the inattention group of criteria and the hyperactivity and impulsivity criteria, while older adolescents and adults (over age 17 years) must present with five. Treatment options There are a number of treatment plans that are available to parents when making the appropriate decision when treating their child for ADD/ADHD. Nutritious meals, play, exercise, and learning better social skills are all part of a balanced treatment plan that can improve performance at school, improve your child’s relationships with others, and decrease stress and frustration. Pharmacological Treatment Stimulants such as Ritalin, Concerta and Adderall are often prescribed for attention deficit disorder. Such medications may help your child concentrate better or sit still, however there is a general debate as to whether or not medication is a ‘quick fix’ and what about the long term affects as well as immediate side effects of appetite suppression, insomnia and an overall change in the child’s personality? For some parents they have found medication to be the best result for their child, while others look for alternative treatments and see pharmacological treatment as the last resort. Homeopathy There are many other effective treatments that can help children as well as adults with ADD/ADHD to improve their ability to pay attention, control impulsive behaviour, and curb hyperactivity. According to Dr Raakhee Mistry who is a Homeopath, commented that Homoeopathy has often been used to assist with ADD and ADHD and has been effective. But unlike conventional medicine, there is no one particular homoeopathic medicine for these conditions. The ADD and ADHD symptoms for that particular child and factors that aggravate or ameliorate the symptoms, are taken into account when selecting the remedy for the child. Homoeopathic medicines do not numb or block symptoms, instead they work with the body to re-establish a state of equilibrium. When the patient is in this equilibrium state, the symptoms ease and the patient is able to function better. The aim of homoeopathic treatment is not to keep a patient dependent on medicine, but rather to bring the patient to the space where he/she can maintain this equilibrium state. Many homoeopaths also incorporate other modalities to their treatment such as supplements, herbs and probiotics. A child’s restlessness and ability to concentrate has also been linked to the state of the child’s gut Nutrition Good nutrition can help reduce ADD / ADHD symptoms. Studies show that what, and when, you eat makes a difference when it comes to managing ADD/ADHD. The following tips can be seen below By scheduling regular meals or snacks no more than three hours apart is a useful tip, which will help keep your child’s blood sugar level, minimizing irritability and supporting concentration and focus. Try to include a little protein and complex carbohydrates at each meal or snack. These foods will help your child feel more alert while decreasing hyperactivity. Check your child’s zinc, iron, and magnesium levels. Many children with ADD/ADHD are low in these important minerals. Boosting their levels may help control ADD/ADHD symptoms. Increasing iron may be particularly helpful. One study found that an iron supplement improved symptoms almost as much as taking stimulant medication. Add more omega-3 fatty acids to your child’s diet. Studies show that omega-3s improve hyperactivity, impulsivity, and concentration in kids (and adults) with ADD/ADHD. Omega-3s are found in salmon, tuna, sardines, and some fortified eggs and milk products. However, the easiest way to boost your child’s intake is through fish oil supplements Tips for supporting your child’s treatment In order to encourage positive change in all settings, children with ADD / ADHD need consistency. It is important that parents of children with ADD / ADHD learn how to apply behavioural therapy techniques at home. Children with ADD/ADHD are more likely to succeed in completing tasks when the tasks occur in predictable patterns and in predictable places, so that they know what to expect and what they are supposed to do. Follow a routine. It is important to set a time and a place for everything to help a child with ADD/ADHD understand and meet expectations. Establish simple and predictable rituals for meals, homework, play and bed. Use clocks and timers. Consider placing clocks throughout the house, with a big one in your child’s bedroom. Allow plenty of time for what your child needs to do, such as homework or getting ready in the morning. Simplify your child’s schedule. Avoiding idle time is a good idea, but a child with ADD/ADHD may become even more distracted and “wound up” if there are too many after-school activities. Create a quiet place. Make sure your child has a quiet, private space of his or her own. A porch or bedroom can work well too as long as it’s not the same place as the child goes for a time-out. Set an example for good organisation. Set up your home in an organised way. Make sure your child knows that everything has its place. Role model neatness

October 28, 2016

Setting the stage for a successful Matric

At the end of this month, the country’s latest cohort of aspiring matriculants will begin to write the 2016 National Senior Certificate examinations, the most important, and probably the most ‘knife-edge’ experience of their education so far. It is a six-week event that doesn’t just test what these South African teens have learnt and mastered over the past years; it also puts their self-esteem, their outlook on life, their courage and their resilience on trial. We asked Raydene Naidoo, Counselling Psychologist and Head of Work Integrated Learning at SACAP (the South African College of Applied Psychology) to provide some essential tips on how the current Grade 12’s can prepare themselves optimally for the mental, physical and emotional rigours ahead: Know Yourself “Before you plan, before you draw up your study schedule, it’s important to take the time to do some self-reflection. You need to think about things like how much sleep you need, the activities that are important to supporting your well-being and whatever else you need to operate at your best academically. Think about, and then also make a list of your strengths and your weaknesses. This is very important because you want to make study plans and devise a schedule that optimizes your strengths and mitigates your weaknesses. For instance, it doesn’t help to decide to follow a recommended study schedule that involves four-hour blocks of dedicated study time if you are prone to get restless after an hour. It might work well for your friend, but if you do that, you are likely to study effectively for just one hour, and then waste three hours of every four-hour block you have scheduled with your struggles to keep focused and still. You need to know yourself well, so that you are empowered to customize a study schedule that works optimally for you. If you know that you are distracted after an hour, you can devise a schedule that gives you regular short breaks that enable you to return to your desk and effectively pick up when you left off.” Identify your peak times “We all have particular times of day when we are most effective, and this differs from person to person. For instance, some people are raring to go in the mornings while others struggle to get themselves started. Some fade in the evenings and others find that they are highly productive at night when life around them is quieter and still. Once you know your peak times, schedule your most challenging studies exactly then, while topics and subjects that are much easier for you can be scheduled during your off-peak hours.” Don’t just think about it, create your study timetable, share it and commit to it “Give real form to your study timetable. Map it out in a graphic form. Make sure it includes your study breaks and covers all the work you need to do. Stick it up prominently in your study space so that you can see where you are at any moment, at a glance. Think of it as your trusty guide over the next weeks – there to help ensure you don’t get any last-minute surprises or setbacks that feel like disasters. Sharing it with your peers and family members can also help to keep you on a committed track. Monitor your progress on a daily basis. Some shifts and adjustments may be necessary in practice, but you need to make sure at all times that you have got all your topics and subjects covered according to the priorities.” Plan for balance “Yes, the most important thing you need to do over the upcoming weeks is study and it does take precedence over a lot of other things in your life at this time. However, you still need some balance in your life, and you can plan for this. It is important to look after your mental and emotional well-being as this affects your intellectual performance. Even though you need to be very focused on your studies, you will still need time to relax, time for physical activity and time for socializing. While you will probably have to cut back on those times, you shouldn’t eliminate them completely. While you may not be able to spend three hours playing soccer four times a week, you can find the ways to schedule four ten minute runs around your neighbourhood that will help you to keep active, relieve stress and re-energise you. While you won’t be able to ‘binge-watch’ the latest TV series, you can still make the time to watch a favourite programme every now and then. And while, late-night parties are probably not the best idea while you are studying for matric, you can still schedule shorter, lower-key occasions in the company of friends that give perspective and provide support.” Commit to your well-being “Studying for, and writing your matric exams will probably rate as one of the most stressful experiences of your life. There’s no better time than to care deeply and well about yourself. The upside is that in being tested this way, you have the opportunity to discover new and deeper aspects of your strength and resilience. You can think of the experience as being on a ‘Hero’s Journey’ where you want to be facing challenges with all your wits about you so that you can achieve the best results possible. For that to happen, you need to ensure your physical and emotional health. It’s important to eat healthily, get enough sleep, be physically active and feel connected to the people who support your success in life.” Parents play an important role in supporting their matriculants and ensuring that they go into the exams in the best frame of mind possible. Naidoo has some tips to help parents best support their matriculant: When facing a stressed and anxious matriculant, replace a ‘been there, done that, now you can too’ approach with ‘I understand’ and encouragement; Acknowledge your child’s efforts. Noticing and affirming their choices such as turning down

October 26, 2016

It’s okay to fail!

From very young we are taught that getting something wrong is a bad thing. Mistakes are something to be ashamed of and chances are some form of punishment followed a failure. This follows through into the working environment. We are all too aware when emails do the rounds in an effort to deflect blame when something goes wrong. We’ve all been in meetings held specifically to “find the culprit” rather than finding a solution and putting a process in place to prevent the same thing happening again. Inevitably, our kids get to hear about this because we talk about it at home. They learn through us that making mistakes as an adult is just as much of a problem as when you are a kid. What this means is that throughout our lives we are sensitised to failure being a bad thing. Sadly this often leads to people not trying anything new because of the “What if I fail?” voice that lurks in our minds. Failure means the end. A favourite quote of mine by A.P.J Abdul Kalam says this: “If you fail, never give up because F.A.I.L means “First Attempt In Learning”. End is not the end, in fact E.N.D means “Effort Never Dies. If you get No as an answer, remember N.O means “Next Opportunity”. So let’s be positive.” As parents we need to teach our kids about the positive side of failing at something. It means that you have at least tried. It means that you have an opportunity to look at a process and make a change so that you can do better next time. It is a chance to learn something about a situation and about yourself. Being a parent you need to walk the talk. Our kids need to see how we fail and what we do to pick ourselves up and turn the situation around. We need to be the ones who model the concept of “Effort Never Dies”. And yes, this moist definitely applies to test and exams. Sometimes all the effort does not show in the results. Instead of berating our kids we need to take a step back & assess what has happened. Is there something happening at school that is creating anxiety? Is your child possibly not using the best method for them to study? Are they leaving their studies to the last minute? And yes this applies equally to sport. You might have been the A –team netball player, that doesn’t mean that your child will be too. Allow your child to try out all of the sports possible until they find what works for them. Of course there is a big difference between putting in the effort and failing and not putting in any effort and failing. As a parent you know when your kid is not applying themselves. Before getting upset with them, try and figure out why they are not applying themselves. It’s very easy to lose the plot. I know I’ve had to pull myself back from the edge on a number of occasions. The key is to remember what it was like being a kid, take the time to understand the developmental phase your child is in and work with that. Let’s not make the mistakes of the generations before us. Let’s encourage our kids to try everything, find what works for them and encourage them to excel in what they love.

October 18, 2016

Take time to reflect

While most parents spend considerable time preparing for the beginning of the school year, not much thought is given to the end of the year. For the most part, both parents and children are simply thankful to have survived another school year! However, helping children wrap up the year on a positive note, and encouraging them to reflect on what they have gained – knowledge, friends, skills – will leave them with a sense of pride and accomplishment. For example, if your child struggled in a particular area at the start of the year, the last school term offers a good opportunity to celebrate how far he has come. You can also talk about what was easy and what was hard, what was enjoyable and what wasn’t, and which part of learning was fun and exciting! Here are a few suggestions for ending the year on a high note: Celebrate: Help your child create a list of things that he is proud of. Consider what it took to achieve these successes, and encourage him to keep working hard to achieve his goals. Say thanks: Let your child write a note to his teacher/s. While they may have had some ups and downs during the year, writing a sincere note of gratitude to a teacher is a meaningful way to end the school year. Stay in touch: Encourage your child to make plans during the final term to stay in touch with his friends over the holidays. This will help maintain the strength of the relationships he worked so hard to build during the year. Unfortunately, the end of the school year is also accompanied by certain losses. While saying goodbye is never easy, school goodbyes provide (repeated) opportunities to help children acknowledge and express loss, which is vital for their emotional development. The end of primary school, in particular, marks a major shift in a child’s life and can be both exciting and terrifying. Your child will have to say goodbye to teachers who made a lasting impression, but more importantly, he will have to say goodbye to friends who may be going to a different high school. As peer relationships have become quite important by this point in a child’s life, this transition may be particularly difficult for children to deal with. Allow your child to reflect on what he will miss, but also talk about the benefits of moving on. Support your child by keeping conversations about his feelings – both positive and negative – open. So, as the last day of school approaches, try not to get too caught up the end of the year rush! Make time for your child to reflect on the year’s achievements, experiences and feelings. Impak is a curriculum provider for home, tutor and school education. Visit www.impak.co.za for more information.

October 17, 2016

Look beyond the book

We all know why it is important for children to read, and that developing a love for reading from a young age has lifelong benefits. But many children regard reading as a chore, especially if they are forced to read things that they have no interest in. So how do you get reluctant – or downright uninterested – children to read for pleasure? The key is to not only find something that appeals to them, but also to look beyond the traditional book. Here are some alternative suggestions to encourage reading: Turn to technology Many kids are fascinated by technology, so why not use it to get them excited about reading? Reading books on a screen is just as valuable for your child as reading a traditional book, and books in electronic format have proved to be especially engaging for boys. In addition, e-books are readily – and immediately – available. Colourful comics For children with reading problems, graphics make it easier to follow the action because, even if the text is difficult, the visuals offer support in comprehending the story. In addition, the text is broken down into shorter, more understandable segments. Comics contain the same story elements and literary devices as narrative stories, e.g. characters, conflict, themes and symbolism, so these elements are embedded. Most importantly, comics are fun! You’re joking Joke books can be a compelling way to engage reluctant readers. After all, who doesn’t enjoy having a laugh? Jokes can provide a subtle exercise in reading fluency and, because comedy is all about timing (you may have to explain this to your child), he’ll want to repeatedly read his favourite jokes aloud to perfect his delivery. A for audiobooks You may think that as soon as your child learns to read on his own, he no longer needs to be read to. But sometimes children just want to relax and take it all in. So try audiobooks. Technically, they involve listening rather than reading skills, but when trying to encourage kids to read, it counts! Why? Because it builds vocabulary, it cements background knowledge, it supports comprehension and it helps children discover the magic of storytelling. Recipe for success For children who love to help out in the kitchen, recipes can be a fun way to practise reading skills. In addition to providing general practice, it reinforces other essential skills and helps build confidence. As an added incentive, why not break the rules a little? Almost no child wants to go to bed on time, especially on weekends, so give yours the choice between going to sleep at the usual time and staying up later to read a book. Ultimately, reading should be fun, interactive, and engaging (no matter the medium), and by thinking “outside the book”, your child may well find something that captures his imagination and sparks a lifelong love for reading.

October 7, 2016

Make a play for new skills

While robots are most likely do most of the mundane tasks that humans do today, they will never be able to fully replace human beings. Why? For one they can’t be creative and collaborate let alone function with emotional intelligence – and those are the skills that employees of the future will need more than ever before. That’s why schools are changing to focus more on these skills, creating learning environments to develop creativity and collaboration. Our children will most probably be employed in jobs that do not exist yet, and need these skills to cope with the changes predicted in the job market of the future. The World Economic Forum has identified these top ten core skills to master the jobs of the future: Complex problem solving Critical thinking Creativity People management Co-ordinating with others Emotional intelligence Judgement and decision making Service orientation Negotiation Cognitive flexibility Ironically, the i-Generation (i-Phone, i-Pad, i-Pod) should spend less time in front of screens and more time playing and exploring freely. Do you remember how you used to play? Creating houses and artefacts while playing in the mud, building cities in the sand, making marble runs using old boxes (now called recyclables), being send to the shop by your mom to negotiate the best price for five tomatoes, team play in the driveway – all these activities develop the skills so badly needed today. Unfortunately, school work and extramural activities allow children very little time to play freely. So, what about knowledge then? If robots will be doing all the thinking and remembering for us, why do children still need to study facts? Gaining knowledge through studying is more about just the facts that are learnt. Firstly, it requires discipline to study, a skill that any workplace needs. Secondly, remembering facts increase your brain’s capacity and makes you smarter. Balance, as with everything in life, is key. Give your kids enough time to explore and play freely, make sure that they gain the basic knowledge needed and practice applying that knowledge on a daily basis. If 55 creative, out-of-the-box thinkers applied for a position, I put my money on the creative, disciplined thinker who knows the answer to 120 multiplied by 90 without needing a robot’s assistance! *Five years from now, over one-third of skills (35%) that are considered important in today’s workforce will have changed. Is it not time to make a play for new skills? *Alex Gray, Senior Writer, Formative Content, World Economic Forum. Information adapted from https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/

October 6, 2016

Help your child become an ‘Academic Olympian’

As the 2016 Olympic Games came to an end, we can reflect on the achievements, camaraderie and celebration of sport on the global stage. In addition to the great successes, Edublox reading, maths and learning clinic, highlights important lessons that can be learned from the Olympic athletes, which is applicable to a child’s academic and sporting performance. The Olympic Games is a prestigious sporting event and the highlight of any Olympian’s career. No athlete wins a medal or even qualifies to participate at the world’s largest sporting event without committing the majority of their time to perfecting their craft. It takes years of preparation to build a strong physical foundation and develop the necessary skills to compete on the highest level. “The same goes for a child’s academic performance,” says Susan du Plessis, director of educational programmes at Edublox. “Children have to be able to read and concentrate in order to grow and develop academically. For children to learn how to read or improve their reading, they have to understand the language, as well as master the foundational skills of perception, memory and logical thinking. Children have to work hard and train their learning abilities with as much vigour and determination as athletes in order to become ‘Olympic students’,” says Du Plessis. Another characteristic of an ‘Academic Olympian’ is the ability to concentrate. Concentration is a skill that can be taught, just like riding a bike. “Concentration and memory go hand in hand and play a major role in a child’s all-round development. These two aspects not only affect a child’s academic accomplishments, but also influence the performance of young and upcoming sportsmen and women on the sport field,” explains Du Plessis. After his enrolment at Edublox, Stelios Charalambous, a Grade 3 learner experiencing learning challenges, surprised everyone with a dramatic improvement in all of his subjects on his second report card of the year. “When we received Stelios’ report card, we were ecstatic! His marks had jumped by 20% in all of his subjects,” says Christa Charalambous, Stelios’s mother. “Another big change we’ve noticed is that he is more confident and had improved significantly on both the rugby field and the tennis court,” she adds. Du Plessis shares a few easy tips for parents looking to help their children become ‘Academic Olympians’ from a young age: Improve reading Your child’s fluency in language is a key determinant of his reading ability. Talk to your child and explain to them what you are busy doing while shopping, cooking and working in and around the house or even while taking a walk. This will help enhance your child’s vocabulary. Read to your child as often as possible. Language develops through repetition. You can read the same book over and over again before moving to another book. Teach your children nursery rhymes to stimulate their brain and improve memory. Improve concentration Let your child build age-appropriate puzzles from a young age. Progressively read longer and more in-depth stories to your children. Let your child play outside. This often improves the child’s ability to concentrate more than when playing indoors. “Mastering the fundamental skills of reading and concentration is important for every child’s academic growth and development,” says Du Plessis. “Regardless of whether they find it difficult to read and concentrate or not, it is essential that all children work hard, similar to Olympic athletes, so that they can transform into great Academic Olympians,” she concludes.

September 2, 2016

The real price of not addressing your child’s learning problems

Failing or delaying to address a child’s learning difficulties has far-reaching implications for both parents and children alike. Edublox reading, maths and learning clinic, warns that the real cost of withholding learning intervention programs from children with learning difficulties should not be underestimated. This could result in long-term financial burdens when learners have to repeat a grade, while they often pay the price academically, emotionally and socially. “While parents tend to spend money on exciting hobbies, or sporting activities in areas where their child is flourishing, they often find it difficult to acknowledge and prioritise resolving their child’s immediate academic issues,” says Susan du Plessis, Director of Educational Programs at Edublox. “Parents put off addressing their child’s academic problems as they tend to hold on to the hope that the next report will be better. Their child’s busy schedule, full of extracurricular activities, also leaves no time for homework or attending extra classes” says du Plessis. “Children often pay a steep price for not being able to learn at a level that is expected of them,” says du Plessis. “Besides not being able to pursue a career of their choice one day, children with learning difficulties often develop emotional issues that can cause long-term psychological damage,” she adds. Research by Dr. Marianna Alesi, published in the Journal of Psychological Abnormalities, found that students who experience repeated failure, such as those with learning disabilities, are more likely to have anxious symptoms and to use avoidant behaviours. This, explains Alesi, creates a vicious circle where a learner’s self-esteem is negatively impacted by their learning ability and it can affect all aspects of their future development.* Parents often underestimate the true value for money that effective, solution-driven and scientifically proven educational intervention programs provide for children with learning difficulties. Recent research by Old Mutual indicates that if a learner repeats a year at a state school it could cost an estimated R 37 500 for school-related expenses alone; excluding additional food, recreation and transport costs.** “When looking at the cost of an additional year of school fees, the economic choice to invest a marginal amount in solving an academic issue early on becomes much simpler,” says du Plessis. Parents concerned about the affordability of getting specialised help for their child’s learning woes are encouraged to take a look at their monthly expenditure, and prioritise their expenses by making use of various budgeting tools available online or to consult a financial advisor.*** Alida Smit is a parent that can attest to the psychological and financial benefits of early intervention at a reputable and professional reading clinic. Today an owner of such an establishment herself, she once struggled to find help for her son, who was diagnosed with dyslexia. “My son’s confidence blossomed and his attitude towards learning changed completely when he was exposed to the right intervention and development programs. If I got to the clinic sooner, I am sure the cost would be less and the emotional impact far less significant. When my daughter started experiencing some of the same challenges, I was able to help her immediately without having to exhaust many options. Not only was the cost significantly less in this process, but she benefitted much sooner, and did not go through the emotional and psychological roller coaster of emotions,” she says. Today’s challenging economic environment is forcing parents to cut down on costs wherever possible. The financial implications of an academically struggling learner are, therefore, often overlooked as parents feel they cannot afford professional help for their children. Du Plessis advises that parents who want to save money should do research to evaluate various learning support programs available based on their track record, quality control measures, and the realistic timeframe of improvement. “By temporarily reducing little luxury expenses such as restaurant meals and pricy entertainment, parents can provide their child with the opportunity to excel at school,” says du Plessis. “The best solution for parents is to get help for their children as soon as possible. Nip learning difficulties in the bud; it makes sense from a financial perspective and helps build your child’s self-confidence,” says du Plessis. “As parents, we have a responsibility to not only provide our children with an education, but to ensure that they have a wide array of choices when it comes to possible career paths after school. The temporary financial sacrifice for resolving your child’s learning difficulties is actually a long term, emotional and educational investment towards your child’s future success,” du Plessis concludes.

August 3, 2016

Questions To Ask Your Child’s Teacher

The third term is upon us and meeting with professionals working with your child is a priority. It can be very daunting, especially for parents whose children may have learning challenges. Frequently, the professionals end up talking and the parents try desperately to follow the conversation and very often only pick up on the negative information. A small but interesting fact: it takes 9 or more positive remarks to cancel out the effects of a negative one. Sadly, many parents leave these meetings feeling overwhelmed and too often, disappointed. Being prepared is one of the best steps one can take. Here are some questions to help you find out your child’s strengths, where their difficulties lie and how you can help your child. Hopefully, this will allow you to leave these meetings with ideas, empathy and positive information about your child and what you can do. Of course there will be areas of concern, but as a parent you will feel more confident in how to handle them. What does my child enjoy? Who are my child’s friends? How is he/she socially? Interactions and communication? Is she/he liked by her/his peers? What are my child’s strengths (socially, emotionally, physically and mentally)? What value does my child bring to the class/sessions? Are there areas in which my child shows a particular interest or possible talent? What are my child’s differences – instead of saying ‘problems’ or ‘difficulties’ – (socially, emotionally, physically and mentally)? Does my child participate? (This can mean anything from being a team leader, team player, active member, dedicated, diligent, a motivator. Remember, an extroverted and an introverted child will play different roles in these situations. What is important is that they are involved.) How is my child learning and functioning in a classroom environment or sessions (individual or group) – does their behaviour differ in different subjects (P.E, music, computers, languages, maths, etc.)? What will you be teaching my child? Areas of focus. How will you do this? What methods or approaches will you use? Can I implement these at home? Expectations (i.e. homework – time, assistance and outcomes) What type of homework will you give, and what are the deadlines? (what is due weekly/daily or projects/exams/assessments) Is my child managing to complete the work (in class and homework)? Do they have the current abilities to work in class or in sessions effectively? How can I, as a parent, be involved and assist? How can I check up on grades, assignments? (Remember you are entitled to see ALL of your child’s work). Bring up your own concerns, observations and ask questions related to your child. Remember your child will be different in different environments. It is important to know about any major discrepancies. What is the best way and time to contact you (the teacher or professional)? I hope with this information you and your child can gear yourselves for the forthcoming term. I suggest scheduling a meeting with your child’s teacher and other professionals as soon as possible. I wish you all the best for your upcoming meetings.

August 1, 2016

Could you be the reason for your child cheating?

Mrs M, with her short straight black hair and angular face, peered suspiciously at us, pacing the grade five class, blurting out English words at timed intervals. It was our job to translate these into Afrikaans and spell them correctly within the allocated time. I’d studied for the test as I always did and I probably could have aced it. But I was afraid. You see, I’d confused praise with love and I believed that if I failed that love would be withdrawn. Love: The lifeblood of every child. And so I cheated. The vocab for the week was posted up at the back of the class and I snuck a look at every opportunity. I thought I got away with it. Then the next day, there she was pacing the class again, this time calling out the marks for everyone to hear as she handed back test papers. Starting from the highest mark to the lowest. Full marks. Not me. Ok, I must be next. Nine out of ten. Not my name. Come on, come one. 8 7 6 5 4 3 2 1. Zero. Slam, my paper lands on my desk. The whole class goes silent. Somebody gasps. She grabs my wrist and pulls me out of the class to discuss my crime in privacy. ‘Why?’ I wonder after she has already humiliated me. I start to cry. I don’t stop for hours. By the end of the day she calls me back into her class, says she thinks I have learned my lesson and tears up the paper. I never cheat again. But not because I’ve somehow become more moral from the experience, but because my terror at losing that love has just intensified. It’s one thing to not do well but cheating and getting zero would definitely be the end of me. I wondered later what those teachers must have thought of my parents. They probably thought that if I went home to get my test signed I’d have had a beating. But the beating I believed I would’ve gotten was way worse than any physical pain. It was the beating of rejection of my being. There was no way I could stand that. No child could. And so I empathize with children who cheat. I wonder what fear has brought them to that point. I wonder why parents and the schooling system are so focused on marks that they forget the real reason for testing a skill – To see if the work has been taught properly and understood. I wonder why nobody explains this to children, and why report cards and test scores are held up as measures of self worth. I wonder too why we berate children for cheating without acknowledging this trait in ourselves. How we ignore our own failures when we cheat on our diet or cheat on our spouse, cheat our employers out of time as we scour Facebook or cheat the tax man to save a few bucks. How is it that we expect our children to have higher moral standards than ourselves. Why are we are unable to look past their misdemeanors and see the fear and pain and panic just below the surface? What are we teaching them really? The brain is a very efficient organ. It will always find the quickest path to a desired result. If it perceives that the quickest way to get love and approval is to cheat (rather than to risk trying the honest way and possibly failing) then cheating will happen. Is your child’s fastest way to love and approval through good marks? Then you’re setting them up for cheating at some point in their lives. Think about the messages that you are giving with your praise or bribery, or with your withholding of affection when kids don’t do well. If we want our children to pass honestly, then we need to change the messages that we’re giving them around what testing means, around their true worth regardless of performance, and around the unwavering love that we have for them regardless of their behavior.

July 28, 2016

Is Your Child Suffering From ADHD or ADD?

Do you have a busy child who is always running around, struggles to fall asleep before 10 at night, shouts out answers in the class, has difficulty concentrating and sitting still? Your child may be suffering from ADHD or ADD. But what is ADHD/ADD? Does my child need medication? Is the medication dangerous? Medical professionals use the DSM criteria to diagnose Attention deficit-hyperactivity disorder (ADHD) and Attention deficit disorder (ADD). The following signs and symptoms were taken from Kaplan and Saddock (IV edition): Either (1) or (2): (1) Inattention: Six (or more) of the following symptoms of inattention have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level: (a) Often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities (b) Often has difficulty sustaining attention in tasks or play activities (c) Often does not seem to listen when spoken to directly (d) Often does not follow through on instructions and fails to finish schoolwork, chores or duties in the workplace (not due to oppositional behaviour or failure to understand instructions) (e) Often has difficulties organizing tasks and activities (f) Often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework) (g) Often loses things necessary for tasks or activities (e.g. school assignments, pencils, books or tools) (h) Is often easily distracted by extraneous stimuli (i) Is often forgetful in daily activities (2) Hyperactivity-impulsivity: Six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level: Hyperactivity (a) Often fidgets with hands or feet or squirms in seat (b) Often leaves seat in classroom or in other situations in which remaining seated is expected (c) Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feeling of restlessness) (d) Often has difficulty playing or engaging in leisure activities quietly (e) Is often ‘on the go’ or often acts as if ‘driven by a motor’ (f) Often talks excessively Impulsivity (g) Often blurts out answers to questions before the questions have been completed (h) Often has difficulty awaiting turn (i) Often interrupts or intrudes on others (e.g. butts into conversations or games) Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7 years. Some impairment from the symptoms is present in two or more settings (e.g. at school, work and at home) There must be clear evidence of clinically significant impairment in social, academic or occupational functioning. The symptoms do not occur exclusively during the course of a pervasive developmental disorder, schizophrenia or other psychotic disorder, and are not better accounted for by another mental disorder. Your child may only have Attention Deficit Disorder; this is all the above symptoms except the hyperactivity-impulsivity symptoms. So what should I do if I think my child may be suffering form ADD/ADHD? Take your child to an occupational therapist to determine the possibility of ADD/ADHD and the effect it has had on development and skills. If the therapist suspects that your child is suffering from ADD/ADHD you will be referred to a paediatric neurologist for an evaluation. It is important not to take your child to a GP for medication as a specialist needs to be consulted as medication for ADD/ADHD is schedule 5/6 and works on the neurological system. Your child’s neurological system is still developing and damage can occur if the dosage of the medication is too high. Is medication always necessary? Sometimes medication is necessary – this will help your child to focus her attention; this will improve her concentration and thus learning can take place. Usually children with ADD or ADHD cannot concentrate for sufficient periods in class and thus they lose learning-time – that is why some children with ADD or ADHD fail their grade or fall behind in class. It will not help to hit/punish your child if they suffer from ADD or ADHD because although they try their best to sit still/work/pay attention, they are incapable of doing so – that is why medication is sometimes a blessing for both the child and the parents. It is sometimes difficult for parents to admit that their child needs medication but this is an issue that the parents need to deal with – don’t take valuable learning-time away from your child by not taking him/her to see a trusted paediatric neurologist. Usually the neurologist will start on a minimum prescription of Ritalin (for attention) and Risperdal for hyperactivity/restlessness. These medications will vary according to the age of the child and the severity of symptoms. Remember that it will take some time for your child’s body to adapt to the medication – don’t give up too soon. If unacceptable side-effects persist for more than 2 – 6 weeks, please talk to your doctor. Remember that not all medications work for all children and that the doctor may have to try a variety of medication until he/she finds the combination of medication that works for your child. Helpful hints Children with ADD or ADHD need a structured/disciplined environment to function optimally. Using the same handling approach at school, therapy and at home gives the child clear guidelines of what is expected of him/her. The golden rule to follow with a child with ADHD is a low GI diet. Find out if your child is allergic to any food e.g. dairy products, yellow food (corn, squash), junk food, fruit juice, sugar, chocolate, NutraSweet/Canderal/etc., processed meat, MSG’s, fried food, food colouring or fish as this may cause temper outbursts! Avoid processed foods. These contain additives and preservatives e.g. certain cheeses, certain cold meats Avoid junk food/take-aways Avoid sodas/fizzy drinks Avoid candy Avoid cookies No energy drinks e.g. Play/Red Bull Avoid fried foods E.g. chips, crisps, KFC Avoid additives and preservatives. Fruit juice should be diluted and not given

July 25, 2016

5 Steps to study success for working parents

In today’s challenging economy, many parents are taking on further studies, often in an effort to better provide for their families after graduating. But studying while having to balance work and family responsibilities is not for the faint of heart, and could have a detrimental effect not only on the existing family budget, but also the general wellbeing of a family, if not approached with a clear strategy. “In the past, people studied in a particular discipline and were largely committed to that for life,” says Tammy Oppenheim, Head of Programme: Faculty of Humanities at The Independent Institute of Education, SA’s largest and most accredited private higher education provider. “But in 2016, the landscape has altered completely. People are exposed to a great deal more information and experiences, and many choose to alter their career path, which may require further study later in life. Even for those who stay in their selected field, study is vital to ensure they remain relevant and up-to-date on the requirements of your field,” she says. “If approached correctly, further study can fast-track a career and give access to promotions or financial rewards that would have been otherwise unachievable.” In addition to financial reward, a change of career path and upwards mobility can also contribute beneficially to self-esteem and self-actualisation, helping parents to be the best role-models they can be for their children, says Oppenheim. “Modelling life-long learning and good study habits can help your children on their own study path and also provide valuable common ground and conversation opportunities, particularly in the teenage years. But to successfully handle the increased pressure and demands study brings to the family dynamic, everyone needs to be on the same page.” So what can parents do to make a success of further study while keeping up with their parental responsibilities? Oppenheim says there are 5 important facets to making it work: DO YOUR RESEARCH Choose an academic institution that caters to your needs as a parent, such as those offering part-time and distance studies. Attending lectures on the weekend or from the comfort of your own home gives greater flexibility, especially for parents who work full-time. Smaller academic institutions also tend to offer greater individual support and flexibility, both of which are invaluable to a busy parent. HAVE A PLAN B IN PLACE FOR EVERY EVENTUALITY Arrange for back-up childcare for those times when you are absolutely unavailable, for instance when you have an exam or presentation scheduled, just in case your original plans fall through. BE HONEST WITH YOUR CHILDREN Explain what you are studying and why, and show your children the value of a life-long-learning philosophy. School-age children often take great pleasure in having learning as a common interest with parents. Sitting together for study-time is both good bonding-time and a great way to model good study habits for your children. MENTALLY COMPARTMENTALISE People are complex. An individual may be a mother, a worker, a student, a spouse and a friend all at the same time. However, it can be daunting to have your head-space filled up with all of your roles at the same time. Careful scheduling can help avoid this. Carve out blocks of time for each of your responsibilities, and don’t allow guilt or distraction from one area to intrude when you are focusing on another area. GET SUPPORT Taking on tertiary studies as a parent will be challenging and time-consuming and can feel isolating and overwhelming. Speak to fellow students with children, join an online parenting forum and seek out others who are going through the same experience. Simply verbalising your challenges can be helpful, but chances are there may also be some useful advice in response. “When you are in the middle of an exam period and your little one has a cold and wants to be held all night, and your boss is drowning you in work, it can feel overwhelming and never-ending. But it is important to remind yourself that your studies have an end-date,” says Oppenheim. “Visualise your journey: In one week I will have finished my first set of exams; in 6 months I will have finished my research proposal; in two years I will be walking across the stage at my graduation. Studying is not going to be easy; but it is most definitely going to be worth it.”

July 19, 2016

Auditory Processing – Another Buzz Word?

Auditory processing has become quite a buzz word amongst school teachers and therapists recently. And rightly so, as it is often under-identified or misdiagnosed as attention deficit disorder or bad behaviour, due to poor listening skills. What is Auditory Processing? Auditory processing is “what the brain does with what the ear hears” (Katz, 1994). In short, it is the ability of the brain to identify, localise, attend, remember and respond to auditory stimuli, generally the spoken word. Central auditory processing disorders (CAPD) or auditory processing disorders (APD) are a pattern of disorders whereby certain of the skills that make up auditory processing skills are relatively weak, thereby affecting listening behaviours. How Do You Know If It Is Auditory Processing, Or Just ‘Not Listening’? Central auditory processing disorder (CAPD) and attention deficit disorder (ADD or ADHD) often present with similar symptoms. The primary symptoms for ADD tend to be inattentiveness, distractibility, hyperactivity, restlessness and impulsivity. The primary symptoms for auditory processing disorder (APD) tend to be difficulty hearing in background noise, difficulty following oral instructions, poor listening skills, academic difficulties, distractibility and inattentiveness.[i] How Is Auditory Processing Assessed? Auditory processing is generally assessed by an audiologist (hearing healthcare professional). The audiologist would begin by assessing the outer, middle and inner ear structure and function to make sure that the hearing levels themselves are within normal limits, and there is no ear wax or middle ear infection preventing your child from listening! Thereafter, the audiologist runs a series of tests. Your child wears a set of headphones and responds to auditory tests. Other tests involve more direct interaction with the audiologist. The results are scored and compared against normative data for children of the same age group. Relative strengths and relative weaknesses are identified. The following subtests typically make up an auditory processing assessment: Auditory memory or sequencing for stories, sentences, words and digits Auditory discrimination between similar sounding words (chat/fat) Auditory closure for words that are missing a portion or are distorted Auditory analysis which involves breaking a word down into parts Auditory synthesis which involves building a word up by parts Speech in noise testing to test the child’s ability to ignore competing background noise Dichotic listening which involves listening to words or sentences presented to each ear at the same time Certain children present with patterns of strengths or weaknesses for certain skills. Depending on the pattern of presentation, this may result in certain difficulties in the classroom environment. Can Auditory Processing Weaknesses Be Treated? Treatment of auditory processing weaknesses is typically tailor-made for your child, depending on the pattern of weaknesses or strengths identified. Speech therapists are typically involved to provide auditory processing therapy, alternatively a home program of exercises may be suggested. Certain classroom modifications may be recommended to the teacher. If the weakness is significant, then assistive listening devices like an FM system may be helpful for some children. What can parents do to help? If you suspect that your child may be presenting with an auditory processing weakness, you can arrange for auditory processing testing to be conducted by a local audiologist . Testing is typically conducted on primary school-aged children age 6-11, but testing can be conducted on teenagers, depending on the tests available at your audiologist. The audiologist will be able to provide further information, specific to your child’s presentation.

July 11, 2016

Dyslexia: Fact or Fiction?

Megan struggles to read. She is eight years old and everyone in her class seems to read better than her. Megan tries really hard but it never gets easier. She feels silly. Mom thinks Megan has dyslexia. According to popular belief, dyslexia is a disorder which causes kids to struggle with reading, spelling, writing and studying. Many believe that dyslexia is a neurological disorder in the brain that causes information to be processed and interpreted differently. Some people even believe that dyslexia is genetic. Road to Reading Susan du Plessis, director of Edublox Reading and Learning Clinic, says that if the term ‘dyslexia’ is only used to indicate a reading problem, it’s used correctly, but she doesn’t subscribe to the theory that it’s a neurological disorder. Susan shares this view with many others in both the fields of medicine and education. Many kids are labeled dyslexic from a very early age, long before they’ve even mastered the basic foundations required for reading. Can any child be labeled a ‘poor reader’ if he hasn’t been taught correctly or mastered specific steps on the road to reading? Let’s look at the sport of ice hockey. Before you kit your child out with the protective gear required by the sport and expect him to make the team, he first needs to learn how to ice skate, both forward and backward. He must also learn to turn and stop. Once he has mastered this step, he can move on to learning to control the puck with the stick, to pass and receive a pass, and to shoot. Only when these skills are well practiced and achieved, and he also knows the rules of the game, can he possibly make the team. “It’s exactly the same with reading,” explains Susan. “Without a good foundation and mastering the individual steps, children simply don’t learn to read well.” Steps to Reading Learning to read is a process. In order for a child to master this complex task, he or she needs to master the following skills: Language This vital first step begins at birth. Before any child can learn to read, he or she must have a good grasp of language. It’s the step that fits in at the same level as the ‘learning to skate’ section in our analogy on playing ice hockey. Before any child can learn to read, he must have a good command of language. Cognitive skills The next step on the road to reading starts when your child is two or three years old. Cognitive skills are mental skills that are used to acquire knowledge. Learning difficulties, like dyslexia, are often linked to weak cognitive skills. Concentration, perception, memory and logical thinking are four important cognitive skills needed for reading. Concentration: Children need to be taught to focus their attention and keep it focused for a period of time. Concentration is both an ‘act of will’ and a skill. Skills need to be taught and like other skills, concentration can be improved with regular practice. Perception: Perception is the ability to identify, recognise and interpret something, usually through the senses of sight or hearing. Two important perceptual skills for reading are directionality and form discrimination. Directionality relates to the direction of objects ‘in relation to self’ while form discrimination is the ability to perceive differences in the shape of objects. In reading, both these skills are essential — from learning the letters of the alphabet to syllables and then recognising whole words. Memory: There are many different kinds of memory and each is an important foundational skill for reading and spelling. Visual memory is particularly important, because a child must remember the visual appearance of words and letter sequence in order to read them. Logical thinking: Logical thinking is the ability ‘think head’ in sequence or steps in a way that makes sense or logically follows the previous step. This is an important skill for reading comprehension, because by using logical thinking skills, a child can anticipate what happens next. Susan says that weak cognitive skills can be strengthened and normal cognitive skills can be enhanced to increase ease and performance in learning. “Specific brain-training exercises can strengthen these weaknesses leading to increased performance in reading, spelling and learning,” she states. Just like the ice hockey player who is proud of his achievement when he finally makes the team, so your child, with some extra help in the right areas, can be a great reader — and proud of it too.

July 4, 2016

Make every day fun!

It is almost school holidays again, and to prevent your children from complaining that they are bored or from spending all their time in front of the television, you need to be creative and plan ahead. Here are a few suggestions to inspire you. Monday: Museums and maestro’s Visit a museum – preferably one that will interest your children – or find out what is being performed at your local theatre. (Many museums and theatres offer fun, interactive holiday programmes for children.) If nothing is happening in your area, why not encourage your children to create, practise and perform their own play? Tuesday: Try it at home Holiday fun doesn’t have to be expensive. Bake cupcakes, make playdough, tie-dye a t-shirt, or dig out all your craft materials and let your children unleash their creativity! Wednesday: Will you dare? Older children will enjoy skating or testing their fear of heights by trying wall climbing or zip lining, while younger ones will enjoy the challenge of the jungle gym at a play centre. You can also visit a theme park, which will undoubtedly offer something to challenge everyone. Thursday: Treat some animals Our country teems with places where you can see and even pet all kinds of animals – from the ordinary to the peculiar! Is there an aquarium, zoo, snake park, crocodile farm or bird paradise in your back yard? Go visit it! Better yet, give of your time and help out at an animal shelter – you can walk or play with the animals, or assist with other tasks that need doing. Friday: Find out more about your town Load the children in the car and go explore the nooks and crannies of your town. You can also explore your area on foot (find out if there are any fun day trips) or by bike (why not pack a picnic basket?). End the day with a movie marathon – let everyone choose their favourite movie, make buckets of popcorn, get comfortable on the couch and relax! Impak is a curriculum provider for home, tutor and school education. Visit www.impak.co.za for more information.

June 27, 2016

Handwriting Problems

Handwriting is the most obvious feature of “the second R,” and is a means to an end. Students who can write legibly and with reasonable speed are not deterred by weak handwriting skills from expressing themselves. Thus it is obvious that handwriting should become routine as rapidly and efficiently as possible. It should not be stressed at the expense of more important skills, such as those necessary to speak, listen, read, spell, or compose well. What is a Handwriting Problem? A handwriting problem exists when a student writes illegibly or extremely slowly. Everyone occasionally produces some illegible letters, but some students do so frequently enough that understanding what they have written is difficult; at this point, the difficulty would be considered a problem. Also, most children write quite slowly when they are first learning to print or write in cursive; slow handwriting should be considered a problem, however, when a student’s writing speed interfered with his or her other work. Problems with handwriting are also known as dysgraphia, a term coined from the Greek words dys meaning ill or difficult and graphein meaning to write, and is used to describe a severe problem with handwriting. Synonyms for dysgraphia include motor agraphia, developmental motor agraphia, special writing disability, specific handwriting disability, specific learning disability in handwriting. Problems Related to Handwriting Though IQ is not related to handwriting, spelling apparently is, according to Introduction to Learning Disabilities by Hallahan et al. Students with poor handwriting are likely to have poor spelling skills. Two ways in which handwriting may contribute to misspellings are: Handwriting errors may make a word look like another word; Slow, laboured writing of letters may cause a student to forget the word he or she is trying to spell. The first problem is one of legibility and the second is one of speed. Handwriting skill is also related to some perceptual and perceptual-motor skills. Wedell found that young students with handwriting problems had greater difficulties with position in space, drew poorly when drawing required crossing from one side of their bodies to the other, and did not benefit from handwriting tasks as much as other students. In her book Learning Disabilities: Theories, Diagnosis, and Teaching Strategies, Janet Lerner states that some of the underlying shortcomings that interfere with handwriting performance are (1.) poor motor skills, (2) faulty visual perception of letters and words, and (3.) difficulty in retaining visual impressions. The student’s problem may also be in cross-modal transfer from the visual to motor modalities.

June 9, 2016

How to help your teenager cope with exam stress

In an increasingly competitive world, young people writing exams are arguably under more pressure than ever before, knowing that their results need to give them an advantage when applying for higher education or employment. Unfortunately, this means that they are also exposed to increasingly higher levels of stress – stress that can, if not managed properly, become debilitating and even affect their performance. Dr Gillian Mooney, Teaching and Learning Manager at The Independent Institute of Education, SA’s largest and most accredited private higher education provider, says it is therefore vital for parents and other caregivers to monitor the mental wellbeing of learners and students in addition to their preparation, as there are a number of ways that stress can be manipulated to improve performance rather than allowing it to be an unnecessary hurdle. “At this time of year, it is not unusual for young people to experience peak levels of stress because of the nearing exams,” she says, adding that “it is important to remember that stress can both be motivating and managed”. Mooney, who has also spent more than a decade and a half as a Psychology lecturer, says adults should understand that stress is subjective, and that what is stressful for one person, may not be stressful for another. “Stress is your body’s physical reaction to certain situations. Your body has a biological response – that is chemicals and hormones are released – in order to help you cope with a stressful stimulus. As a result, stress can affect your physical health, your mental health and your behaviour.” She says while some stress is healthy in the short term, and can help one be more productive and motivated, negative stress will cause ‘distress’, leading to feelings of anger, irritability and fear. “Negative stress may also cause physical symptoms such as a headache or stomach cramps. Exam anxiety is a kind of stress that involves excessive worrying about exams, the fear of being evaluated, and, of the consequences of exams. Exam anxiety is experienced by many students and is not mysterious or difficult to understand.” Mooney says this type of stress can be easily managed if a student takes heed of the following ten tips: Believe in yourself: If you have worked consistently since the start of the year, you should be fine and there is no need to worry excessively. Don’t try to be perfect: It’s good to have goals, but these need to be realistic. If you believe that anything less than 100% means you have failed, then you are creating unnecessary stress for yourself. Don’t keep things bottled up inside: A good way to alleviate worry and stress is to confide in someone that you trust and who will be supportive, for example your parents, friends or lecturers. Keep things in perspective: Exams may seem like the most important thing right now, but in the context of your whole life, they are only really a small part. Life will be worth living regardless of an exam. Give yourself credit for getting as far as you have. Be proactive in tackling your problems: If you do not understand some of the material, merely feeling stressed about it will not help. Rather make an appointment to see your lecturer, talk to your classmates, or review a past exam paper. Get accurate information: Check all the course information and ask your lecturer. You need to know what will be in the exam, how it will be marked, where the exam will be written, and when the exam will start and end. Structure your study time: You need to study in regular sessions of about 50 minutes each, separated by 10 minute breaks. Plan for the exam: Try to arrive at the exam venue early. Wear a watch or make sure you know where the clock is in the exam venue. Wear layers of clothes so that you can adjust when you feel hot or cold. Make a list of all the materials you will need in the exam room and be sure to pack it before you go. Try to maintain a healthy lifestyle: Your anxiety levels will increase if you feel tired and run down. You can improve your resilience by getting enough exercise, eating nutritious food and getting regular and adequate sleep. Avoid the things that won’t help: Try not to drink too much coffee the night before and the morning of the exam. Avoid other students who are anxious and talkative before the exam. And avoid talking about the course material just before the exam. “If you manage your emotional approach to stress, the physical response will also become manageable,” says Mooney. “Parents and caregivers should be vigilant and ensure that if they start seeing the signs of excessive, unproductive stress, they timeously assist by providing the practical and emotional support required to help students and learners perform at their best.”

June 2, 2016

Are your kids getting too much homework?

Homework is an essential part of learning independent work and self-discipline… and I think that kids are getting far too much of it. Homework should be given out with this specific purpose in mind and not because there is so much schoolwork that it can’t fit in to the school day. If kids are getting too much, it is your responsibility as a parent to take a stand. Get together with other parents in your child’s class and have something to say about it. Play, fresh air, fun and down-time are as important to a child’s development as formalised learning and discipline, particularly in the Foundation and Intersen Phases. This fits in to what I have said before about too many extra murals: Children, like all human beings, need time to be – not busy performing or excelling or proving their worth, just being. So how much is too much? If you look logically at the typical day of a school child this should become obvious: 6am-7am Waking and getting ready for school 7am-2pm School time 2pm-3pm Sport / extra murals 5pm-7pm Dinner, bathing etc. 7pm-8pm Story time or quiet time 8pm-6am Sleep (children of 7-10 years need around 10-11 hours per night) This only leaves between 3pm-5pm for homework AND games, TV time, outdoor time, playdates etc. I would say that anything more than around half an hour per day is unreasonable at Primary School level, and certainly not more than an hour. Look logically at your child’s day and make sure there is always down-time, unscheduled time, time to just be. Life needs to be in balance and we need to help our kids with this by not overscheduling their time, by taking a stand on homework and by modeling this for our kids by getting enough rest and down-time ourselves.

June 2, 2016

Open a book, open up your world

A book is a dream you can hold in your hand. Last year the UNESCO Institute for Statistics stated that global literacy rates were rising but despite the gains, 774 million adults (15 years and older) still cannot read and write and two-thirds of them are women. Among the youth, 123 million are illiterate. The South African Government is on a drive to improve literacy but the reality is we live in a country where the culture of reading isn’t every strong. Only 5% of parents read to their children and around 14% of the population are active readers. A large percentage of our schools don’t have libraries and our Grade 5 learners literacy levels are on a par with Grade 3 learners worldwide. Reading and literacy go hand-in-glove and if we are to get South Africans literate we need to get them reading – and to develop the love of reading from an early age. ‘Reading not only helps build your vocabulary but develops your mind, your imagination, the way you look at, and participate in the world and goes a long way to determining your future,’ says Gary Hirson, author, photographer, speaker and youth life coach. Hirson believes that reading enriches lives and his focus as an author and life coach is to help children, tweenies, teenagers and students develop a love of reading, use their imaginations to dream, set goals and achieve success. ‘The gift of our imagination is the place where all journeys begin.’ His three books – all available in English with the first translated into Afrikaans, isiXhosa and isiZulu – are aimed at different age groups and include interactive elements to make reading fun. Each story follows the adventures of siblings, Joel and Jina, and takes the reader on a journey using their imagination, while promoting self belief, goal setting and problem solving. ‘Reading is crucial to self-development,’ says Hirson. “As we read we visualise the words, the characters, the scenes. We learn new things, ideas, concepts and places, we expand our mind and are transported to new worlds. We get to understand the world a little better.’ In his quest to get youngsters loving the written word, Hirson is encouraging parents to read to their children. ‘Words, both spoken and written, are the building blocks of life,’ he says. Here are five reasons to get your child reading. #1: It expands the mind. Teaching youngsters to read helps develop their language skills and vocabulary, improves concentration and exercises their brains. The more we read the better we get at it. #2: We discover new things and learn about the world around us. #3: It entertains us and develops our imagination. With reading you can go anywhere in the world and be part of the adventure. The possibilities are endless. #4: In a busy, cluttered world, reading relaxes the body and calms the mind. #5: It’s good for our self image. By having a good vocabulary and learning more about the world through books you feel more confident and have better self-belief. ‘For me reading, imagination and learning are the basics of all education,’ says Hirson who, through the publishing of his books, now conducts workshops and talks about the power of the written word through his company Calm In Storm.

May 26, 2016

Grade 9’s: Don’t leave subject choice decisions to the last minute

Grade Nines preparing to enter their final phase of schooling next year will in coming months be expected to select the subjects that will see them through to matric. But that decision is too important to shelve away until the time comes, an expert says, and it should already be top of mind for learners who want to give themselves the best chance for success in Grade 12 and beyond. “Towards the end of the year, Grade 9-learners will be given the opportunity to select which subjects they will take in their last three years of school and be tested on during the National Senior Certificate Exams in 2019,” notes Nola Payne, Head of Faculty: Information and Communications Technology at The Independent Institute of Education, SA’s largest and most accredited private higher education institution. “It is an exceptionally hard choice to make, and many factors need to be taken into consideration,” says Payne, adding that these choices will have a profound impact on the qualifications to which learners will have access and, as a result, the careers they will be able to follow. “Choosing subjects should not be based on a gut feel or a kneejerk towards easier subjects. They must be chosen very carefully, and only after proper research about the implications of choosing certain subjects and not others. The best way to go about making subject choices later this year, is to immediately start considering one’s options constantly, and refining them in the coming months. “This is one of the first opportunities learners of this age will have to practice strategic decision-making that will have a major impact on their lives. It should be looked at as an exciting first step into their future as adults, and also a valuable learning tool.” Payne says the process can be made much less intimidating by sticking to the following guidelines: ALREADY KNOW WHAT YOU WANT TO STUDY? THEN STUDY UP ON ENTRANCE REQUIREMENTS. If you are clear about what you want to do, check out the websites of both public and private higher education institutions to verify their requirements, and let that guide your subject choices. Very importantly, look at a range of different institutions and courses within your field to allow yourself some choice and a Plan B after matric. DON’T KNOW? THEN LEAVE AS MANY OPTIONS AVAILABLE AS POSSIBLE. Those who are not yet sure about their future direction should choose subject combinations that will leave them with options and room to manoeuvre later, including Maths and Science. Learners who struggle with precisely these subjects, should consider keeping only one of them to focus their efforts. And Maths Literacy should only be considered as a last resort, Payne says. CONSIDER WHAT MAKES YOU HAPPY. As you spend time at your desk every day, going from class to class, and completing your homework, be alert to which subjects make you come alive a little more than others. Determine which subjects mirror your interests and career dreams, and include them. And carefully research how your favourite subjects manifest in the working world, as you may potentially have more – and more interesting – options than you are currently aware of. CONSIDER WHAT YOU ARE GOOD AT. Choose at least two subjects in which you can do really well. Admission to higher education is performance-based, so it makes sense to do very well in some subjects rather than badly in all of them because you chose only gateway subjects. DON’T SELL YOURSELF SHORT. You may think you won’t stand a chance of getting good sufficient grades to enter higher education post matric. But remember that the South African National Senior Certificate has four levels of pass. While one of them is the degree pass, you could also qualify for diploma or higher certificate study. These two qualifications, which are normally vocationally or career-focused, could give you access straight to the world of work and even degree study if you wanted to do it later. There are also options in public and private FET Colleges, or you may even be entrepreneurial and want to start your own business. “The key to making the best subject choices for your future self is to ensure you do your research thoroughly, and at a comfortable pace so you don’t have to rush the decision. Don’t leave it until the end of the year, when you might be tempted to just tick the same boxes your friends are ticking, and in the process set yourself up for frustration and disappointment,” says Payne.

May 3, 2016

Why It Pays To take Grade 11 As Seriously As Matric

Throughout one’s school career Grade 12 – Matric – is viewed as the ultimate year, the year in which you have to account for what you learned in the decade before, and the year whose results will follow you for the rest of your life. But what learners and parents don’t realise, is that Grade 11 can arguably be considered as important, if not more so, than one’s final year, an education expert says. “There are at least five reasons why Grade 11 learners should take this year very seriously, and put as much effort into it as they will next year,” says Dr Felicity Coughlan, Director of The Independent Institute of Education, SA’s largest and most accredited private higher education provider. She says the penultimate school year is a significant one because it provides: 1) INSURANCE “The effort you put into Grade 11 can be considered as insurance should something go awry in the future,” says Dr Coughlan. “There are an increasing number of institutions that make provisional offers based on your Grade 11 results, and many will still admit you even if your Grade 12 is a little less strong. But if your results in Grade 11 are weak, you have nothing to fall back on.” 2) EXAM FOCUS Teachers set Grade 11 exams to mimic the format and complexity of grade 12, says Dr Coughlan. “That means that taking your Grade 11 exams seriously will help you understand how you are doing and how ready you will be for your final exams. It helps you to work out where you need to apply more focus. “This year’s exams provide a measure of where you are, and should be treated as part of your preparation for your finals.” 3) OPPORTUNITY TO EXPERIMENT Dr Coughlan says that Grade 11 allows some time for experimenting before crunch-time arrives. “Learn new study methods and stress management methods, and experiment with things you have not done before, like study groups and mind maps. Finding a variety of study techniques and approaches that work for you will allow you to enter Grade 12 with a revision system that will make you perform at your best.” 4) OPPORTUNITY TO TEST TIMING If you keep good track of how long it takes you to master different kinds of work, that will allow you to draw up an accurate study plan next year. “Knowing your pace of work means you will be able to revise with enough time allocated right from the start, so that you don’t run out of days before you run out of work to revise.” 5) A CHANCE TO CAREFULLY EVALUATE POST-MATRIC OPTIONS Assessing their Grade 11 results and performance empower learners to make better decisions about their post-school direction, including about which options are available to them, what courses to apply for and where. “Learners should start working out their ‘points’ for higher education entrance from Grade 10,” says Dr Coughlan. “This means they should thoroughly research the courses they want to study and the results they need for their application to be accepted. In Grade 11, learners are then able to monitor how realistic their aspirations are and where they need to do more work, which will reduce uncertainty when applying.” Matric does not start in your last year of school, Dr Coughlan says. “Matric is not a year-long event, but rather a two-year long project. If you start applying your mind to your final exams right now and take the long view coupled with a strategy, you will be able to deliver your absolute best when you sit for your finals in a year and a half’s time, and significantly improve your chances of being able to follow your dream post-Matric.” Notes: The Independent Institute of Education (IIE) is the largest, most accredited registered private higher education institute in South Africa. It has a history in education and training since 1909, and its brands – Rosebank College, Varsity College, Design School Southern Africa (DSSA) and Vega – are widely recognised and respected for producing workplace-ready graduates, many of whom become industry-leaders in their chosen fields. The IIE offers a wide range of qualifications, from post-graduate degrees to short courses, on 20 registered higher education campuses across South Africa.

April 21, 2016

Why I Decided To Homeschool

This was not the easiest decision I’ve ever had to make. I love my work. I love my kids. Not necessarily in that order. Making the decision to homeschool is not for everyone, and although I definitely thought it was for me, I knew it would involve some major changes both to my life and the rest of my family. So why did I do it? Let me start by saying we were on our 5th school by the time I pulled my kids out of the system. I finally had to admit that I was never going to find a school that I liked because I didn’t agree with school in general. At heart I am both a rebel and a non-conformist and I find the system in general oppressive to creativity, limiting to an above average child, draining on a child’s natural energy and love of learning, and on the whole unnatural (I really don’t believe that any child was designed to sit for 5 hours or more a day). On top of that I had some particular challenges to deal with, specific to my own children. Both my kids have what is clinically termed as “tactile defensiveness” but which I prefer to call being more attuned to your environment than everyone else! It means that they find certain textures and fabrics absolutely unbearable. School uniforms were a nightmare. My daughter cried at least once a day through the whole of Grade One just because the uniform was bothering her. And for the life of me I could not think of a good reason to give her as to why she had to wear it. Along with this heightened sensitivity comes an aversion to too much noise. A classroom is not the easiest place to concentrate for any child, but for one who struggles with excess noise it is virtually impossible. And to top it off, both my girls are particularly bright (they both score 3-5 years above their age group on all developmental assessments) and extremely creative. School is simply not set-up for the gifted child (and by the way, I see all children as gifted – it just takes someone with time and love to find out what their gifts are). They were bored and frustrated at having to continually work below their abilities. We were also unfortunate enough to encounter some very uninspired teachers along the way – teachers who have no intention of going the extra mile, who are not interested in finding out what the children’s values are and communicating to them in a way that will inspire them, who have lost their own love of learning and are slowly killing it in the children in their care. We did, of course, come across some amazing teachers too, but they were sadly in the minority. My kids, particularly the eldest, hated school. In Grade One! I personally loved school until I got to the higher grades, and I couldn’t imagine going through 13 years of hating a system and feeling there was no escape. I was lucky enough to know a few people already homeschooling and was able to see the joy and love of learning that had been reinstated in these homes, and I felt inspired. I figured that there was no way that I could do a worse job than some of the teachers we’d encountered, and at least whatever I did would be done with love. Of course, I am at an advantage. For a start, both my husband and I work for ourselves so we’re both fairly flexible. I’ve also studied both Child Psychology and Education as part of my BA degree. And I’ve trained in coaching which included a lot of information on how the brain works, how we process information, and more importantly how we learn. So although I didn’t have a teaching diploma, I did feel confident that I could make it work. Not that it’s brain-science, mind you. If you relax and allow your children to guide you they’ll surprise you with how eager they are to absorb their worlds. But it still wasn’t an easy decision. I had to completely overhaul the way that I work, as did my husband. We had an incredible learning curve trying to figure out what the curriculum was and how much of it we actually needed to adhere to. We had to teach ourselves to relax with complete uncertainty and an initial lack of structure. I’ve literally spent the last few months “unschooling” myself so that I can be open to how and what my children want to learn and fitting in with them instead of them having to fit in with some predetermined system. Has it been easy? No. Has it been worth it? To see my children wake up after having had enough sleep, to not have to rush them through breakfast and force them into uncomfortable clothes, to allow them the freedom to move and eat and play and laugh and talk and be natural children, and to see them blossoming into eager learners filled with joy and curiosity… I’d say yes, it has.

April 19, 2016

A, B, Zzzz

Sleep is a basic physiological need – it is crucial for our health because when we are asleep, our bodies repair and restore themselves. Children, especially, need quality, consistent sleep to thrive. A good night’s sleep not only prepares their bodies for tackling the next day, but it also significantly affects their behaviour – children who do not get enough sleep can easily become irritable and moody, and they may display more impulsive or defiant behaviour. In addition, poor or inadequate sleep can lead to cognitive problems that impact their ability to learn. Despite the importance of sleep, most children get less than the recommended amount – roughly 10 hours each night for school-aged children – needed for their bodies to rest and for their brains to process what they learned during the day (children take on enormous amounts of information daily, and their brains transform subconsciously learned material into active knowledge while they sleep). Of course, getting children to bed on time is not easy! Many master the art of stalling from a young age, while some obstinately fight the Sandman for as long as they can. For others, getting a good night’s sleep may be hindered by sleep disorders, such as sleepwalking, nightmares or insomnia. Some medications, including those for asthma or ADHD, may also affect sleep. Getting your child to bed on time is vital, and there is much you can do to help establish good sleep habits from a young age. Set a routine: Create a predictable age-appropriate routine to help your child prepare for bed. This may include a warm bath, reading or listening to quiet music, etc. Be consistent: Keep bedtime at a set time, even on weekends. A regular bedtime keeps your child’s circadian rhythms on track and is instrumental in allowing him to easily fall and stay asleep. Create a soothing environment: Your child’s room should be a calm and free from stimulation at bedtime. It should ideally be cool, dark and quiet. Encourage other healthy habits: Ensuring that your child gets at least 20 minutes of exercise a day will help him to sleep better at night. Also, limit foods that contain caffeine and sugar, especially in the late afternoon and evening. Limit screen time: Cut off screen time at least one hour before bed. Not only is watching TV or playing games on a tablet or computer stimulating, but it suppresses the body’s release of melatonin, the hormone that helps regulate sleep. Benefits of getting enough sleep It promotes growth: Getting enough sleep guarantees that children’s bodies are producing the right amount of hormones to help them grow. It boosts the immune system: During sleep, the body produces the antibodies needed to fight infection, illness, and stress. It reduces the risk of injury: Children are clumsier and more impulsive when they don’t get enough sleep, making them more accident prone. It regulates emotions: Being overtired can make it difficult for children to manage their emotions, making them cranky and irritable. It influences health: Consistently poor sleep habits in childhood set the stage for adult sleep problems, and place children at greater risk for childhood obesity, as well as adult obesity and diabetes later on. It boosts learning: When children are tired they have more trouble paying attention, are less able to acquire and process new knowledge, and are often unable to effectively store and retrieve information from memory. All of these things are critical components of learning. Sleep is an essential building block for your child’s overall health, well-being and academic success, so make sure that your child is getting enough zzzz’s. Impak is a curriculum provider for home, tutor and school education. Visit www.impak.co.za for more information.

April 6, 2016

Don’t Be PENalised For Not Being Able To Write

You helped your child prepare for his history test. He could recite all the answers and there was no question that he was going to ace it. And yet, when he received back his test results, he barely made the grade as he wrote down only half of the answers! Why? Thanks to the e-age we live in, children have sadly lost their ability to literally put down pen to paper and write. Step into a class these days and you are more likely to find e-books and tablets than pen and paper. Pupils can type faster than they can write and apps and online learning devices are the norm. “You must get on with the times.” “If you are not online, you’re doomed.” “Your child will miss out.” While there is some truth in these statements, one cannot ignore the fact that pupils will (for the foreseeable future at least) still have to write their exams manually – that is: putting pen to paper. It’s like Master Chef – if the food is not on the plate it cannot be judged. Likewise, if your child does not write down all he or she has learnt, it cannot be assessed. And, while we’re on the Master Chef analogy: if the plating of the dish is messy – i.e. if your child’s handwriting is illegible, it will also be penalised. So, go and buy more pens and pencils next time you go to the iStore. Not only will your child practice his/her critical hand-eye-co-ordination skills, but stand a better chance of acing his/her next exam. Reasons why many people think hand writing skills are a thing of the past: Children need to practice typing skills as all learning will eventually be computerised Schools are switching to e-books, tablets are used in classrooms, homework tasks are given on tablets There are many apps available for online learning, assessments, note taking – replacing the pen and exercise book Reasons why children still have to practice writing: It has been proven that reading and spelling are linked to the formation of letters in the early years Study notes, class work and assessment are all still done on paper with a pen It will still take some time before all learning will be computerised Illegible handwriting costs marks: “labored handwriting creates a drain on mental resources needed for higher-level aspects of writing, such as attention to content, elaboration of details, and organization of ideas.” * * Spear-Swelling, L. The Importance of Teaching Handwriting. Retrieved from http://www.readingrockets.org/article/importance-teaching-handwriting

April 6, 2016

ADD / ADHD and Alternative Treatments

Over the past years there have been many debates and controversy discussions around what Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) is? Furthermore how it is diagnosed and what are all the options to treating the disorder? The definition of attention-deficit/hyperactivity disorder (ADHD) has been updated in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). This revision is based on nearly two decades of research showing that ADHD, although a disorder that begins in childhood, can continue through adulthood for some people. Changes to the Disorder ADHD is characterized by a pattern of behaviour, present in multiple settings (e.g., school and home), that can result in performance issues in social, educational, or work settings. As in DSM-IV, symptoms will be divided into two categories of inattention and hyperactivity and impulsivity that include behaviours like failure to pay close attention to details, difficulty organizing tasks and activities, excessive talking, fidgeting, or an inability to remain seated in appropriate situations. Children must have at least six symptoms from either (or both) the inattention group of criteria and the hyperactivity and impulsivity criteria, while older adolescents and adults (over age 17 years) must present with five. Treatment options There are a number of treatment plans that are available to parents when making the appropriate decision when treating their child for ADD/ADHD. Nutritious meals, play, exercise, and learning better social skills are all part of a balanced treatment plan that can improve performance at school, improve your child’s relationships with others, and decrease stress and frustration. Pharmacological Treatment Stimulants such as Ritalin, Concerta and Adderall are often prescribed for attention deficit disorder. Such medications may help your child concentrate better or sit still, however there is a general debate as to whether or not medication is a ‘quick fix’ and what about the long term affects as well as immediate side effects of appetite suppression, insomnia and an overall change in the child’s personality? For some parents they have found medication to be the best result for their child, while others look for alternative treatments and see pharmacological treatment as the last resort. Homeopathy There are many other effective treatments that can help children as well as adults with ADD/ADHD to improve their ability to pay attention, control impulsive behaviour, and curb hyperactivity. According to Dr Raakhee Mistry who is a Homeopath, commented that Homoeopathy has often been used to assist with ADD and ADHD and has been effective. But unlike conventional medicine, there is no one particular homoeopathic medicine for these conditions. The ADD and ADHD symptoms for that particular child and factors that aggravate or ameliorate the symptoms, are taken into account when selecting the remedy for the child. Homoeopathic medicines do not numb or block symptoms, instead they work with the body to re-establish a state of equilibrium. When the patient is in this equilibrium state, the symptoms ease and the patient is able to function better. The aim of homoeopathic treatment is not to keep a patient dependent on medicine, but rather to bring the patient to the space where he/she can maintain this equilibrium state. Many homoeopaths also incorporate other modalities to their treatment such as supplements, herbs and probiotics. A child’s restlessness and ability to concentrate has also been linked to the state of the child’s gut Nutrition Good nutrition can help reduce ADD / ADHD symptoms. Studies show that what, and when, you eat makes a difference when it comes to managing ADD/ADHD. The following tips can be seen below  By scheduling regular meals or snacks no more than three hours apart is a useful tip, which will help keep your child’s blood sugar level, minimizing irritability and supporting concentration and focus.  Try to include a little protein and complex carbohydrates at each meal or snack. These foods will help your child feel more alert while decreasing hyperactivity.  Check your child’s zinc, iron, and magnesium levels. Many children with ADD/ADHD are low in these important minerals. Boosting their levels may help control ADD/ADHD symptoms. Increasing iron may be particularly helpful. One study found that an iron supplement improved symptoms almost as much as taking stimulant medication.  Add more omega-3 fatty acids to your child’s diet. Studies show that omega-3s improve hyperactivity, impulsivity, and concentration in kids (and adults) with ADD/ADHD. Omega-3s are found in salmon, tuna, sardines, and some fortified eggs and milk products. However, the easiest way to boost your child’s intake is through fish oil supplementsTips for supporting your child’s treatmentIn order to encourage positive change in all settings, children with ADD / ADHD need consistency. It is important that parents of children with ADD / ADHD learn how to apply behavioural therapy techniques at home. Children with ADD/ADHD are more likely to succeed in completing tasks when the tasks occur in predictable patterns and in predictable places, so that they know what to expect and what they are supposed to do.  Follow a routine. It is important to set a time and a place for everything to help a child with ADD/ADHD understand and meet expectations. Establish simple and predictable rituals for meals, homework, play and bed.  Use clocks and timers. Consider placing clocks throughout the house, with a big one in your child’s bedroom. Allow plenty of time for what your child needs to do, such as homework or getting ready in the morning.  Simplify your child’s schedule. Avoiding idle time is a good idea, but a child with ADD/ADHD may become even more distracted and “wound up” if there are too many after-school activities.  Create a quiet place. Make sure your child has a quiet, private space of his or her own. A porch or bedroom can work well too as long as it’s not the same place as the child goes for a time-out.Set an example for good organization. Set up your home in an organized way. Make sure your child knows that everything

March 29, 2016

Help My Child is a Bully!

I think that any parent who has been summoned to the principle’s office relives that same dread as when this happened as a child. There is usually nothing nice to be said when the upper echelons of the school are getting involved, and to be told that your darling, who seems so normal at home, is creating havoc at school is not easy to hear. Most parents, when informed that their child is being labeled a “bully” understandably go into denial. Now let me first say that labelling your child as anything is a bad place to start. No child is a bully. Just as no child is all victim. Children, like adults, are a complex multitude of traits and behaviours, none of which define them for who they are. The quicker you stop labelling your child as this or that, the quicker you will solve even the greatest of problems. And if the teachers or other staff at your child’s school are labelling kids, well, you need to step in and set this straight. By labelling kids we define them in a certain way, create certain expectations of them, and ultimately this becomes a self-fulfilling prophecy as they live up (or down) to our expectations. Bullying, like all mis-behaviour, is born out of a desire to fulfil a need. We all have certain human needs that must be fulfilled in order for us to survive. These include the need for certainty, variety, love/connection and significance. Briefly, we can elaborate on them like this: Certainty – the need to know that things will be the same, the need for routine, to know what our boundaries are and that they will stay the same, to know that we will have enough food, water, shelter etc, to know that the world that we wake up in tomorrow will look like the one we woke up in today. Variety – the need for things to be different – to have treats and breaks from routine and a bit of excitement and change, to shake things up a bit, to spice things up a bit to alleviate boredom. Love/Connection – to feel unconditionally loved, loved no matter what we do, to be noticed and cared for and part of a group (or family), to feel understood. Significance – to feel important, unique, and worthy of being alive, to be noticed and valued for who we are. Everyone needs these needs in different amounts, but all of them WILL be fulfilled to some degree, whether this is in positive or destructive ways. If you really examine any misbehaviour you will find that your child is trying to fulfil one of these needs in a destructive way. Kids act up, bully, throw tantrums, lie, steal and fight in order to fulfil one or more of these needs that are not being met in positive ways. So when you leave the headmaster’s office, take some time on your own or with your partner to figure out which of your child’s needs are not being met and how you can help them to fulfil these needs in more positive ways. This may take some time, trial and error to get right, but it will definitely be worth it. Bullying is a cry for some need to be met and every child’s cries deserve to be heard.

March 18, 2016

Help Your Kids Get Organised

The new year has started and we are already well into the first term. This term is normally filled with meet the teacher meetings, class photos, book covering, sports tours, school camps, athletics day, inter-house swimming and so many other things. All this before we have even mentioned normal day to day school work, projects, orals and homework. I don’t remember school ever being this intense when I was growing up! As with adults, being disorganised has a severe effect on learners as anxiety will set in if they don’t feel prepared. Knowing and planning ahead will ensure that learners are prepared, and will help them achieve the best results that they can. If your child is battling to keep up with homework and tasks, please share this 6 STEP simple video demonstrated blog with them! STEP 1 – HOW MUCH TIME Kids need to know how much time they have available to do homework, projects, assignments and to study. This will depend on what sports and extramural activities they have on and what your family weekends look like. Using the downloaded time sheet, help them work out their time availability. Block off the chunk of time from the morning until the end of their school day. Block off time for any weekday or weekend sport or extra murals. Block off the time spent eating dinner, preparing for bed, showering, etc. Block of any other set commitments that they have during the week or weekend. Look at the gaps and decide how many hours they could dedicate to homework, studying & projects each day, bearing in mind that they also need some time to relax. Add up the number of hours available to study per week. Click to download the time sheet STEP 2 – BEING PREPARED Knowing that everything is done and ready by the time kids go to bed the evening before, will leave your child feeling far calmer, and will save them from getting into unnecessary trouble at school. A good idea is to have a check list for them so that they never forget anything. Check their timetable for the next day. Make sure all homework has been done. Make sure all required books are in their bags. Pack in sports and PE clothes. Check if there are any orals, projects, tests or assignments coming up soon. Get mom or dad to sign the homework diary. Any notices for parents to be given and signed. Click to download the checklist STEP 3 – MANAGING PROJECTS, ORALS AND ASSIGNMENTS Because projects and assignments are given a couple of weeks in advance, they often get forgotten or left to the last minute and then rushed through. Sometimes when there is a big task to do, they leave it because it feels overwhelming. Write down each step needed to complete the project, oral or assignment. Estimate how long each step will take. Check the time sheet to see which days are best to work on various parts of the task. Weekends are a great time to put in extra work for things like projects, orals & assignments. Work backwards in your diary from the last step & put a date that you are going to complete each part of the task. Always aim to finish at least 48 hours before the due date. This gives you time for anything that may come up at the last minute. Click to download the Project Management Checklist STEP 4 – TAKING RESPONSIBILITY When children are younger, as parents, we email, write notes and call their teachers and friends parents for them. As they get older, it is more likely to become their responsibility to do any of the following: Excuse themselves from sport. Call a friend to find out about homework. Send their teacher a message. Anything else school related. STEP 5 – ACHIEVING GOALS One of the fundamental skills for success is goal setting. Kids are never too young to learn this skill, as long as we keep it age appropriate and make it about bettering themselves and not about being overly competitive. This creates a platform for great bonding with your child, a time to find out what their dreams and aspirations are. It is also a good time to talk about their goals from the previous year and encourage them in the areas where they did not reach their personal targets and help them deal with disappointment they may be feeling as a result of this. They can use goal setting to do well in school, sports or any other areas that they wish. The long term benefit is that kids who learn to set goals while they are young, will grow up knowing how to set and reach goals. As adults this could help them in areas of finance, work and personal achievements. Know what they want to achieve. Pick several goals for the coming year. Write them down. Work out their steps to achieve them. Put dates to the various steps. Write the steps in their diary so that they don’t forget to do them. Refer back to their goals on a regular basis. Reward themselves when they achieve them. Click to download the Goal Sheet STEP 6 – USING A GOOD HOMEWORK SYSTEM It is essential to be organised at school or college. Most working people, even top managers use some form of diary or organisational system. Learning a good system now will help your child later in life. There are various different formats of homework diaries available and most do the job, but an effective system will make all the difference. The School / Student Sorted™ Planner is a system that can be used at school, college, university or even kept on their desk at home to help your child manage their time. Here are some of the features of the School / Student Sorted™ Planners: Homework is viewed one week at a time – this gives the learner a good idea of what is needed each week. There is a key on the left hand side of the diary page, which can be broken down into different subjects and sport or extramural activities. This means the daily pages can include sport, extra murals, breakdown of projects, assignments & studying, personal commitments, goal steps and any other school activities like camps, tours, school photos, etc. and is flexible enough to customise to suite each individual. It has time sheets for summer, winter and exam times. School time table. Year planners for the current and following year. Sheets to break down

March 15, 2016

How Parents Can Support Early Childhood Development

Research shows children who have parents who are actively engaged in their educational lives, do better. This is especially true when talking about early childhood education. Yet many parents have no idea of how to get involved. As a parent development specialist and a person well versed in Early childhood , I think there are 3 ways parents with a young child should be involved with their child’s education. 1) Be willing to learn about and understand the difference in the way young children and older children learn. 2) Ask about ways you can help and support children’s learning at home and do them. 3) Make time to volunteer in the centre in the ways they need you to be involved. ~Be willing to learn about the difference in how younger and older children learn Young children learn by actively observing and then acting out what they see. Young children from age six months to five years watch, listen, and learn. Children are natural observers. However, children really begin to learn as they act out their observations. We in early childhood call this acting out play. Many parents not understanding the difference between acting out observations and play for enjoyment tend to see early education as “just playing”. The truth is your child is learning through acting out a variety of situations they have observed over their young years. Early educators use observations, knowledge of child development, and open ended questions to help children link their observations with the skills they need to prepare for life and school. Older children who can think, talk, read, and interact with others use those skills to learn and play becomes a chance to unwind. Play no longer is the primary tool for learning. Older children have developed other skills they use for learning. ~ Ask about ways you can support your child’s learning at home and do them Early childhood learning involves discovery, pre–skills, and learning from the world. Teachers use the classroom setting to help children learn and grow. Parents can also do activities with their young children which can promote discovery, curiosity, and observation. Making cookies, jello, and cakes can help children to observe changes which are made by adding cold or heat. Asking open ended questions can help children make the observations. Example: when we put the jello in the refrigerator we could pour it like water now we can’t. Why do you think that happened? Your child’s teacher will have more suggestions for you. Remember when you do them with your children you are supporting their growth and development. ~Make time to volunteer at your child’s centre in the way they need you to be involved Every child care centre needs volunteers for things to run smoothly. Sometimes they need someone to help kids into jackets to go outside. Or they may need you to help serve lunch or snack. Sometimes you could be asked to help to decide on a committee which effects the whole centre. For instance, you may sit on a playground committee deciding to resurface the ground. Please give your full attention no matter the task and you will not only be appreciated. You will become a part on the centres’ community. This is ultimately your goal. Parents are a vital part of whole education process. Using these three suggestions as your starting point will help you to begin engaging in your child’s educational growth.

March 10, 2016

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