Dr LeCrone
05-21-2006, 09:45 PM
School bells are ringing and as vacation time ends many parents are saying, “I hope Johnny has a better year at school.”
Last year, Johnny didn’t like school. His grades reflected his disinterest. He feigned illnesses, complained of being too tired and used every excuse to miss school. Johnny has completed elementary school and will begin middle school.
Susie will start high school this fall. She didn’t dislike school; she simply didn’t take any of it seriously school for her was a chance to be with her friends, to try out for cheerleader, and to plan for fun gatherings for her new interest in boys. If her grades don’t improve this year, and is she doesn’t feel an obligation to complete assignments, Susie won’t earn credits for graduation.
Parents with children who show little interest in school or who don’t enjoy learning in school or who don’t enjoy learning may start the ear with high expectations by placing more emphasis on the importance of school. In addition to setting the tone and standards, parents can be more aware of parental involvement in the educational process.
They can talk about the opening of school on a positive note. Tell Johnny that this is going to be a year of change for him, that he is going to be studying interesting subjects that will prepare him for a career of his choice. Tell Susie that high school is the start of a four-year plan leading toward graduation, the beginning of her adult life. Her choices, attitude and performance will make a difference in her future life.
They can find out from the school counselor what subjects Johnny and Susie will be taking. Instead of waiting for a meeting at the traditional fall open house, they can request a conference at any time to discuss strengths and weaknesses of the student. They can form a partnership with the school, which should encourage better school performance.
They can show their child that they are aware of the school curriculum. They can ask questions about math, reading, science, music, art, etc. They can convey confidence that the student can do the necessary assignments.
They can communicate a feeling of pride in learning for the joy of learning. When Johnny brings home a paper to be signed, the parent should look at it carefully and briefly discuss the contents. Instead of showing disappointment over a grade, they can ask, “What did you learn by doing this work?” And, “If you did this again, how would you show that you have now gained additional knowledge?”
Finally, if negative thoughts and attitudes about school begin to surface, they can talk about them at school and at home. Tell Johnny and Susie that school is her job, but that you are there for support. Ask the teacher or counselor for help in improving study habits. Creating a furor about problems won’t help, but when the relationship between home and school is one of caring and involvement. Johnny and Susie may have a better school year.
Harold H. LeCrone, Jr., Ph.D. Copyright 1984
Last year, Johnny didn’t like school. His grades reflected his disinterest. He feigned illnesses, complained of being too tired and used every excuse to miss school. Johnny has completed elementary school and will begin middle school.
Susie will start high school this fall. She didn’t dislike school; she simply didn’t take any of it seriously school for her was a chance to be with her friends, to try out for cheerleader, and to plan for fun gatherings for her new interest in boys. If her grades don’t improve this year, and is she doesn’t feel an obligation to complete assignments, Susie won’t earn credits for graduation.
Parents with children who show little interest in school or who don’t enjoy learning in school or who don’t enjoy learning may start the ear with high expectations by placing more emphasis on the importance of school. In addition to setting the tone and standards, parents can be more aware of parental involvement in the educational process.
They can talk about the opening of school on a positive note. Tell Johnny that this is going to be a year of change for him, that he is going to be studying interesting subjects that will prepare him for a career of his choice. Tell Susie that high school is the start of a four-year plan leading toward graduation, the beginning of her adult life. Her choices, attitude and performance will make a difference in her future life.
They can find out from the school counselor what subjects Johnny and Susie will be taking. Instead of waiting for a meeting at the traditional fall open house, they can request a conference at any time to discuss strengths and weaknesses of the student. They can form a partnership with the school, which should encourage better school performance.
They can show their child that they are aware of the school curriculum. They can ask questions about math, reading, science, music, art, etc. They can convey confidence that the student can do the necessary assignments.
They can communicate a feeling of pride in learning for the joy of learning. When Johnny brings home a paper to be signed, the parent should look at it carefully and briefly discuss the contents. Instead of showing disappointment over a grade, they can ask, “What did you learn by doing this work?” And, “If you did this again, how would you show that you have now gained additional knowledge?”
Finally, if negative thoughts and attitudes about school begin to surface, they can talk about them at school and at home. Tell Johnny and Susie that school is her job, but that you are there for support. Ask the teacher or counselor for help in improving study habits. Creating a furor about problems won’t help, but when the relationship between home and school is one of caring and involvement. Johnny and Susie may have a better school year.
Harold H. LeCrone, Jr., Ph.D. Copyright 1984