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WHAT PARENTS CAN DO TO PROMOTE
ACADEMIC SUCCESS FOR THEIR CHILDREN
Parental attitudes.
expectations, and behaviors speak volumes to the kids. Consider the following:
 | Model successful behaviors (family reading, studying,
problem-solving, going to the library together,
positive coping when frustrated, etc.) |
| Set reasonable expectations for success (encourage best efforts
rather than perfect grades) |
| Know your own values about education, grades, competition, etc. |
| Give them a passion for learning (stress the life long importance
of learning) |
| Read aloud together (discuss, compare, share) |
| Spend time together - not just over homework |
| Encourage well-rounded interests |
| Ask them to teach you something they learned in school |
Controlling the
environment and structuring time and activities helps:
| Set a fixed amount of time for homework, studying, reading or any
other quiet educational activity, even if there is no homework or your child gets done
quickly |
| Telling your child "as soon as your done with your homework,
you can go out and play" encourages a youngster to carelessly rush through his work.
Use a fixed time interval for homework or studying or reading |
| Set schedules to help structure activities (establish time, place,
length of time, study breaks, etc.) |
| After school routine can be a snack, time to play and then
homework, school work or quiet time activity. Don't allow child to sit down in front of
the TV before doing homework. TV viewing is a passive activity that is difficult to shift
into energy and interest for schoolwork |
| Create and use a study area (uncluttered, well-lighted,
well-supplied, free of background noises, reference materials, etc.) |
| Set limits on distractions (TV, play time, video and computer
games, etc.) |
| Don’t over schedule (not too many activities, preferably no
more than 2 on-going activities) |
| Use short and long term goals (better grades, better test scores,
better attitude, homework turned in on time, importance of education and success, career) |
| Set reasonable bedtime and provide nourishing breakfast |
Helping with organization
and preparation:
| Help them break down long or difficult assignments into manageable
steps and with time lines |
| Organize your child (folders, book bag, clean out, sort and file) |
| Assist in child’s preparation for the next school day
(organize their books, etc.) |
| Ask yourself "whose problem is it?" You shouldn't be
solving, or doing the homework. Remember, homework is the independent practice of skills
already taught to them |
| Recognize that homework is primarily your child's responsibility.
Monitor, intervene when appropriate, after they've made a determined effort to work
independently |
| If necessary encourage your child to divide homework into
"what I can do myself" and "what I need help with" |
| Look over homework when completed. Don't correct unless cleared by
teacher - error patterns are helpful to know |
Be aware of of your
children's emotional needs, frustrations as well as your own:
| Be interested in their perceptions, thoughts, values, beliefs and
fears |
| Never let your child go to school angry |
| Be sensitive in sensitive situations |
| Be aware of the words you use and others use |
| Praise your children to overcome feelings of inadequacy or shame
(stress that many successful people overcame major obstacles to succeed |
| Help them learn from their mistakes |
| Express your pleasure with their work and effort. |
| Praise your children to overcome feelings of inadequacy or shame |
| Display their schoolwork |
| Figure out how your child learns best (hearing, seeing, doing) |
| Use rewards and/or behavioral contracts to help motivate |
Communicate with the
school, teachers, other parents:
| Get feedback about success, frustration, teacher expectations |
| Communicate with your children and their teachers (ask questions,
thank them) |
| Join other parents for emotional support |
| Be aware and informed of school activities, policies, services
available and access to them, parental rights |
| Seek professional help at school or private services when
frustration persists. Problems with learning can be related to visual, auditory, motor,
emotional, social, behavioral, and attention/concentration problems. Also teacher styles
and expectation, parental pressures and boredom can play a significant role in school
frustration. A variety and continuum of services and instructional programs may be
available to assist. Most school have psychologists, speech and language clinicians,
social workers, learning disability specialists and other trained staff to assist. |
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William W. Lee, Ed.D.